Çocuk Merkezli, Anonim ve Erişilebilir Bir İletişim Modeli: Hollanda Kindertelefoon Deneyiminin Türkiye’ye Uyarlanması

Öz

Bu çalışma, dijital iletişimin çocukların duygusal ihtiyaçlarını ifade etme biçimlerini dönüştürdüğü bir dönemde, Türkiye bağlamına uygun, erişilebilir, anonim ve yargılamayan bir çocuk destek hattı modeli geliştirmeyi amaçlamaktadır. Geleneksel destek sistemlerinin sınırlılıkları ve çocukların yardım arama davranışlarında gözlenen değişim, çevrim içi ve güven temelli iletişim alanlarına olan ihtiyacı artırmaktadır. Bu kapsamda, Hollanda’da uzun süredir uygulanan Kindertelefoon modeli temel alınarak geliştirilen “Çocuk Hattı”, Türkiye’ye özgü kültürel normlar, sosyal damgalama biçimleri ve dijital eşitsizlikler dikkate alınarak yeniden yapılandırılmıştır. Kavramsal modelleme yaklaşımıyla yürütülen araştırmada, yardım arama davranışlarına ilişkin disiplinlerarası literatür sistematik biçimde analiz edilmiş; anonimlik, çok kanallı erişim, yargılamayan iletişim ve çocuk merkezli yaklaşım gibi yapısal bileşenler tanımlanmıştır. Önerilen model, yalnız kriz anlarıyla sınırlı olmayan; çocukların gündelik yaşamlarında karşılaştıkları yalnızlık, anlaşılma arzusu ve duygusal zorlanmalarla başa çıkmalarını destekleyecek sürekli bir iletişim alanı sunmaktadır. Bu çalışma, çocukları korunması gereken pasif bireyler olarak değil, duygusal ifadeleri tanınan ve desteklenen toplumsal özneler olarak ele almaktadır. Türkiye’deki çocuk refahı ve ruh sağlığı sistemlerinin, hak temelli, kapsayıcı ve bağlamsal koşulları gözeten bir yaklaşımla dönüştürülmesine kuramsal katkı sunmaktadır.

Anahtar Kelimeler

• Çocuk destek hattı
• Psikososyal destek
• Yalnızlık
• Anonim iletişim
• Çocuk hakları

Ein kindzentriertes, anonymes und zugängliches Kommunikationsmodell: Die Adaption der Niederländischen Kindertelefoon-Erfahrung an den Türkischen Kontext

Öz

Die vorliegende Studie verfolgt das Ziel, ein niedrigschwelliges, anonymes und nicht-stigmatisierendes Modell einer telefonischen Unterstützungsstruktur für Kinder zu konzipieren, das an die sozio-kulturellen Gegebenheiten der Türkei angepasst ist. Ausgangspunkt ist der tiefgreifende Wandel emotionaler Ausdrucksformen im Zuge digitalisierter Kommunikationskulturen sowie die zunehmende Diskrepanz zwischen dem psychosozialen Unterstützungsbedarf von Kindern und bestehenden institutionellen Angeboten. In diesem Kontext wird die „Çocuk Hattı“ – inspiriert vom niederländischen Modell der Kindertelefoon – als lokalisierter Modellvorschlag präsentiert, der strukturell an die Türkischen Rahmenbedingungen (kulturelle Normen, soziale Stigmatisierung, digitale Ungleichheiten) adaptiert wurde. Methodisch basiert die Untersuchung auf einem konzeptionellen Modellierungsansatz, der eine systematische Auswertung interdisziplinärer Literatur zu Hilfe-Suchverhalten und digitalen Beratungsformaten einschließt. Als zentrale Gestaltungsprinzipien werden Anonymität, mehrkanalige Zugänglichkeit, wertfreie Kommunikation und ein kindzentrierter Zugang herausgearbeitet. Ziel ist es, einen kontinuierlich verfügbaren Gesprächsraum zu schaffen, der über akute Krisenintervention hinaus auch alltägliche emotionale Belastungen wie Einsamkeit, das Bedürfnis nach Gehör und psychosoziale Spannungszustände adressiert. Indem Kinder nicht ausschließlich als schutzbedürftige Subjekte, sondern als handelnde emotionale und soziale Akteure begriffen werden, leistet die Arbeit einen konzeptionellen Beitrag zum Aufbau einer inklusiven, kontextsensiblen und rechtsbasierten psychosozialen Unterstützungsstruktur im Türkischen Kontext. Das Modell versteht sich nicht nur als technische Intervention, sondern als sozialpolitischer Vorschlag im Sinne der Kinderrechte und partizipativen Sozialarbeit. Es stellt zudem den ersten theoretischen Rahmen für ein niedrigschwelliges, digital gestütztes Unterstützungssystem für Kinder in der Türkei dar.

Anahtar Kelimeler

• Kinder-Hotline
• psychosoziale Unterstützung
• Einsamkeit
• anonyme Kommunikation
• Kinderrechte

A Child-Centered, Anonymous and Accessible Communication Model: Adapting the Dutch Kindertelefoon Experience to the Turkish Context

Öz

This study proposes an adaptation-based conceptual model intended to contribute to the restructuring of psychosocial support services for children in Türkiye. Drawing on the Dutch Kindertelefoon, a “Child Support Helpline Model” is proposed for adaptation to the Turkish sociocultural context. The study is based on a systematic literature search conducted in accordance with the PRISMA 2020 guidelines, combined with a qualitative thematic synthesis. Children’s help-seeking behaviours, digital communication patterns, and experiences of loneliness, as well as anonymity, privacy, and stigma, are examined within a unified framework. The thematic synthesis indicates that children tend to seek anonymous, trustworthy, and accessible communication environments because of privacy concerns, social stigma, and emotional safety needs. The proposed model is structured as a holistic support system that emphasises empathetic communication, child participation, and multi-channel accessibility. Its originality lies in adapting an established international framework to the Turkish context and offering a measurable, rights-based structure. The model is expected to provide a sustainable foundation for future digital support mechanisms.

Anahtar Kelimeler

• Child helpline
• Psychosocial support
• Loneliness
• Anonymous communication
• Children

Kaynakça

1. Almeida, I. L. L., Rego, J. F., Teixeira, A. C. G., & Moreira, M. R. (2021). Social isolation and its impact on child and adolescent development: A systematic review. Revista Paulista de Pediatria, 40, e2020385. https://doi.org/10.1590/1984-0462/2022/40/2020385
2. Alyanak, B. (2019). Şiddet ve çocuk. Klinik Tıp Pediatri Dergisi, 11(1), 37–43. https://www.kliniktipdergisi.com
3. Baldofski, S., Kohls, E., Efe, Z., Eckert, M., Saee, S., Thomas, J., Wundrack, R., & Rummel-Kluge, C. (2023). The impact of a messenger-based psychosocial chat counseling service on further help-seeking among children and young adults: Longitudinal study. JMIR Mental Health, 10, e43780. https://doi.org/10.2196/43780
4. Bayat, N., Fokkema, T., Mujakovic, S., & Ruiter, R. A. C. (2021). Contextual correlates of loneliness in adolescents. Children and Youth Services Review, 127, 106083. https://doi.org/10.1016/j.childyouth.2021.106083
5. Besevegis, E., & Galanaki, E. P. (2010). Coping with loneliness in childhood. European Journal of Developmental Psychology, 7(6), 653–673. https://doi.org/10.1080/17405620903113306
6. Blakemore, S.-J. (2008). The social brain in adolescence. Nature Reviews Neuroscience, 9(4), 267–277. https://doi.org/10.1038/nrn2353
7. Böhme, K., Zillmer, S., Hans, S., Hrelja, D., Valenza, A., & Mori, A. (2022). Research for REGI Committee – The impacts of the COVID-19 pandemic on EU cohesion and EU cohesion policy: Part I: Overview and first analysis (Study No. 699617). European Parliament, Policy Department for Structural and Cohesion Policies. https://www.europarl.europa.eu/thinktank/en/document.html?reference=IPOL_STU(2022)699617
8. Brody, C., Star, A., & Tran, J. (2020). Chat-based hotlines for health promotion: A systematic review. mHealth, 6, 1–15. https://doi.org/10.21037/mhealth-2019-di-13

9. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
10. De Kindertelefoon. (t.y.). De Kindertelefoon. https://www.kindertelefoon.nl/
11. De Vries, S., van de Maat, J. W., & Omlo, J. (2021). Eenzaamheid onder jongeren: Verkenning van de stand van zaken in literatuur, beleid en praktijk. Movisie. https://www.movisie.nl
12. Eğitim Reformu Girişimi (ERG). (2023). Çocuk Hakları İzleme Raporu. https://egitimreformugirisimi.org/yayinlar/egitim-izleme-raporu-2023/
13. Endo, N., Iwata, H., & Arai, S. (2022). Psychotic experiences predict subsequent loneliness among adolescents: A prospective cohort study. Psychiatry Research, 308, 114349. https://doi.org/10.1016/j.psychres.2022.114349
14. Erbay, E. (2012). Türkiye’de çocuk haklarını tanıtma, yaygınlaştırma ve izlemeye yönelik uygulamaların eleştirel analizi ve bir model önerisi. Toplum ve Sosyal Hizmet, 23(2), 47–74. https://dergipark.org.tr/en/download/article-file/797259
15. Frijns, T., Finkenauer, C., & Keijsers, L. (2013). Shared secrets versus secrets kept private are linked to better adolescent adjustment. Journal of Adolescence, 36(1), 55–64. https://doi.org/10.1016/j.adolescence.2012.09.005
16. Fukkink, R. G., & Hermanns, J. M. A. (2009). Children’s experiences with chat support and telephone support. Journal of Child Psychology and Psychiatry, 50(6), 759–766. https://doi.org/10.1111/j.1469-7610.2008.02024.x
17. Fukkink, R. G., Bruns, S., & Ligtvoet, R. (2016). Voices of children from around the globe: An international analysis of children's issues at child helplines. Children & Society, 30(6), 510–519. https://doi.org/10.1111/chso.12150
18. Geukens, F., Spithoven, A., Bastin, M., Vanhalst, J., & Maes, M. (2022). Lonely in different relationships: Bidirectional effects between parent- and peer-related loneliness in adolescence. International Journal of Environmental Research and Public Health, 19(12), 7014. https://doi.org/10.3390/ijerph19127014
19. Grundmann, S., AlOwayyed, M., Bruijnes, M., Vroonhof, E., & Brinkman, W.-P. (2025). Lilobot: A cognitive conversational agent to train counsellors at children’s helplines – Design and initial evaluation. Journal of Medical Systems, 49(5), Article 5. https://doi.org/10.1007/s10916-024-02121-8
20. Hellström, L., & Beckman, L. (2021). Life challenges and barriers to help seeking: Adolescents’ and young adults’ voices of mental health. International Journal of Environmental Research and Public Health, 18(24), 13101. https://doi.org/10.3390/ijerph182413101
21. Kağıtçıbaşı, Ç. (2007). Family, self, and human development across cultures: Theory and applications (2nd ed.). Lawrence Erlbaum Associates.
22. Kumari, R., & Meena, O. P. (2024). Psychological ramification of childhood loneliness. African Journal of Biomedical Research, 27(4, Suppl.), 11096–11103. https://doi.org/10.53555/AJBR.v27i4S.5809
23. Larson, R., & Richards, M. H. (1991). Daily companionship in late childhood and early adolescence: Changing developmental contexts. Child Development, 62(2), 284–300. https://doi.org/10.1111/j.1467-8624.1991.tb01531.x
24. Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., ... & Crawley, E. (2020). Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19. Journal of the American Academy of Child and Adolescent Psychiatry, 59(11), 1218–1239. https://doi.org/10.1016/j.jaac.2020.05.009
25. Lodder, G. M. A., Scholte, R. H. J., Goossens, L., & Verhagen, M. (2015). Loneliness in early adolescence: Friendship quantity, friendship quality, and dyadic processes. Journal of Clinical Child & Adolescent Psychology, 45(6), 1–12. https://doi.org/10.1080/15374416.2015.1070352
26. Lodder, G. M. A., Goossens, L., Scholte, R. H. J., Engels, R. C. M. E., & Verhagen, M. (2016). Adolescent loneliness and social skills: Agreement and discrepancies between self-, meta-, and peer-evaluations. Journal of Youth and Adolescence, 45(12), 2406–2416. https://doi.org/10.1007/s10964-016-0461-y
27. Matthews, T., Qualter, P., Bryan, B. T., Caspi, A., Danese, A., Moffitt, T. E., Odgers, C. L., Strange, L., & Arseneault, L. (2023). The developmental course of loneliness in adolescence: Implications for mental health, educational attainment, and psychosocial functioning. Development and Psychopathology, 35(2), 537–546. https://doi.org/10.1017/S0954579421001632
28. Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. BMJ, 339, b2535. https://doi.org/10.1136/bmj.b2535
29. Organisation for Economic Co-operation and Development (OECD). (2023). Child Well-being Dashboard: Mental Health Indicators. https://www.oecd.org/els/family/child-well-being-dashboard.htm
30. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
31. Santrock, J. W. (2019). Adolescence (17th ed.). McGraw-Hill Education.
32. Sondeijker, F., van Dijken, M., & van den Heuvel, W. (2024). Hoe kunnen we eenzaamheid voorkomen? Eenzaamheid onder kinderen van 10-15 jaar: Een onderzoek naar oorzaken, gevolgen en oplossingsrichtingen. Kinderpostzegels / Verwey-Jonker Instituut. 223290_Hoe-kunnen-we-eenzaamheid-voorkomen.pdf
33. Siemer, C. P., Fogel, J., & Van Voorhees, B. W. (2011). Telemental health and web-based applications in children and adolescents. Child and Adolescent Psychiatric Clinics of North America, 20(1), 135–153. https://doi.org/10.1016/j.chc.2010.08.012
34. van Roekel, E., Ha, T., Verhagen, M., Kuntsche, E., Scholte, R. H. J., & Engels, R. C. M. E. (2015). Social stress in early adolescents' daily lives: Associations with affect and loneliness. Journal of Adolescence, 45, 274–283. https://doi.org/10.1016/j.adolescence.2015.10.012
35. van Roekel, E., Verhagen, M., Engels, R. C. M. E., Scholte, R. H. J., Cacioppo, S., & Cacioppo, J. T. (2018). Trait and state levels of loneliness in early and late adolescents: Examining the differential reactivity hypothesis. Journal of Clinical Child & Adolescent Psychology, 47(6), 888–899. https://doi.org/10.1080/15374416.2016.1146993
36. UNICEF. (2021). The State of the World's Children 2021: On My Mind – Promoting, protecting and caring for children’s mental health. https://www.unicef.org/reports/state-worlds-children-2021
37. World Health Organization. (2022). World Mental Health Report: Transforming mental health for all. https://iris.who.int/bitstream/handle/10665/356119/9789240049338-eng.pdf