Children's Human Rights in the USA: Challenges and Opportunities (Clinical Sociology: Research and Practice)

Foreword
Preface
Acknowledgements
Contents
Part I: Constructing the Foundation
	Chapter 1: Introduction
		1.1 Introducing Children´s Human Rights in the USA
		1.2 Guiding Assumptions
		1.3 Clinical Sociology and Children´s Human Rights: A Good Marriage of the Minds
		1.4 Central Themes to Be Addressed in This Book
		1.5 Structure of This Book
	Chapter 2: Constructing the House on Which Our Nation Is Built
		2.1 Construction of This Book and Children´s Lives
		2.2 Construction Images
		2.3 Construction Processes
		2.4 Furnishing the House
		2.5 Summary
	Chapter 3: What Is a Child?
		3.1 Introduction
		3.2 Why Words We Choose Are Important
		3.3 The Words We Choose
		3.4 Human Beings Versus Human Becomings
		3.5 The CRC Determination of What Is a Child
		3.6 Definitional Confusion Leads to Social Confusion Over Child Rights
			3.6.1 Categorical Determinations: When Is a Child Not a Child?
				3.6.1.1 Chronological Consideration of Child Status
				3.6.1.2 Legal Considerations of Child Status
				3.6.1.3 Citizenship Considerations
				3.6.1.4 Humanitarian Designations
				3.6.1.5 Biological Considerations
				3.6.1.6 Puberty and Pregnancy Considerations
				3.6.1.7 Marital and Parental Status Considerations
				3.6.1.8 Maturity Considerations
				3.6.1.9 Brain Development Considerations
				3.6.1.10 Agency and Behavioral Considerations
				3.6.1.11 Education and Cognitive Considerations
				3.6.1.12 Work Considerations
				3.6.1.13 Political Involvement Considerations
				3.6.1.14 Lifespan or Scaffold Approach to Children´s Human Rights
				3.6.1.15 Summary
	Chapter 4: Framing of Children and Their Rights
		4.1 Introduction
		4.2 What Is a Framework?
		4.3 What Is a Narrative and How Does It Relate to Child Rights?
			4.3.1 Examples of Narratives That Reinforce Frameworks About Children
		4.4 How Beliefs and Biases About Children Get Constructed
			4.4.1 Beliefs
				4.4.1.1 Belief Example: Use of Violence as a Disciplinary Tactic
			4.4.2 Relationships Between Beliefs and Values
			4.4.3 Bias
			4.4.4 Bias Against and by Children
				4.4.4.1 Children, Bias, and False Consciousness
					Socialization Leading to Bias
		4.5 What Is the US Framework About Children?
			4.5.1 The Official Line
			4.5.2 A Ctradictory Official Line
			4.5.3 The Unofficial Official Line
			4.5.4 The Confusing Line
			4.5.5 The Informal Child Framework
		4.6 Summary
	Chapter 5: Understanding the Foundations of Children´s Human Rights
		5.1 Introduction
		5.2 What Are Rights?
			5.2.1 Moral Foundation of Human Rights
			5.2.2 Rights in Different Spheres
			5.2.3 Positive and Negative Rights
			5.2.4 Human Rights and Human Rights Law
		5.3 A Brief History of International Human Rights
		5.4 A Brief Global History of Children´s Rights
			5.4.1 Nomadic Families
			5.4.2 Greek and Roman Influence on Children´s Human Rights
			5.4.3 Child Rights During the Dark and Middle Ages
			5.4.4 Renaissance and Enlightenment
			5.4.5 The Industrial Revolution and Children´s Rights
			5.4.6 The Victorian Era, Industrial Revolution, and Child Rights Progressions
			5.4.7 Histories for Children of Color and Global South Children
		5.5 Creation of International Human Rights Treaties for Children
		5.6 The Geneva Convention and Its Importance
			5.6.1 The Fourth Geneva Convention
		5.7 Creation of the Universal Declaration of Human Rights
		5.8 Introducing The Convention on the Rights of the Child
			5.8.1 History of the CRC
			5.8.2 The Convention on the Rights of the Child
		5.9 Foundation of Children´s Human Rights as a Framework
			5.9.1 Defining Key Terms
				5.9.1.1 Rights-Holders and Duty-Bearers
				5.9.1.2 The Best Interest of the Child
			5.9.2 The 3 P Framework
			5.9.3 Partnership Model for Child Rights
		5.10 Summary
	Chapter 6: Why Children´s Human Rights Are Important
		6.1 Introduction
		6.2 Importance of Good Data
			6.2.1 The Data Sources
		6.3 How Do US Children Compare with Children Around the World?
			6.3.1 World Health Organization: UNICEF: Lancet Commission 2020
			6.3.2 Health Affairs 50 Year Comparative Analysis
			6.3.3 UNICEF Worlds of Influence Report
			6.3.4 Organisation for Economic Co-operation and Development (OECD) Report
			6.3.5 Other Reports
			6.3.6 Kids Rights Foundation and Children´s World Reports
			6.3.7 International Commitment to Children´s Rights
		6.4 How Do the 50 States Compare on Child Rights?
		6.5 Another Data Snapshot of Children in the USA
			6.5.1 Poverty and Its Impacts
				6.5.1.1 Housing Distress
				6.5.1.2 Hunger
			6.5.2 Health and Healthcare
				6.5.2.1 Childhood Illnesses
				6.5.2.2 Childhood Mortality
				6.5.2.3 COVID in Children
				6.5.2.4 Healthcare Insurance and Access
				6.5.2.5 Geography and Healthcare
				6.5.2.6 Mental Health
				6.5.2.7 Child Suicide
		6.6 Child Abuse in All Its Forms
		6.7 Adverse Child Experiences
		6.8 Juvenile Justice Issues
		6.9 Summary
	Chapter 7: Children´s Lives Are Different Today: More Reasons for Building a Children´s Human Rights Framework
		7.1 Introduction
		7.2 Heterogeneity of Children
			7.2.1 Social Class
				7.2.1.1 Impact of Social Class on Personal Identity
			7.2.2 Race
				7.2.2.1 Race as a Social Construct
				7.2.2.2 Implications of Racism for Children
		7.3 Sex and Gender
			7.3.1 Sex, Gender, and LGBTTTQQIAA
		7.4 Family Diversity
			7.4.1 Economic Challenges Facing the Family
			7.4.2 Economic Challenges Facing Children
			7.4.3 Childcare as a Child´s Universal Right
			7.4.4 Family Lifestyle Changes
		7.5 Exposure to Violence
			7.5.1 Child Abuse
				7.5.1.1 A Brief History of Child Abuse in America
				7.5.1.2 Child Physical Abuse
				7.5.1.3 Child Sexual Abuse
				7.5.1.4 Verbal and Emotional Abuse
				7.5.1.5 Exposure to Domestic Violence
					Sibling Abuse
					Older Person Abuse
					Persons with Disabilities Abuse
			7.5.2 Bullying
			7.5.3 Corporal Punishment
			7.5.4 Gun Violence
				7.5.4.1 School Shootings
		7.6 Conflict Over Who Owns Children´s Bodies and Healthcare Decisions
			7.6.1 Accessing Mental Health
			7.6.2 Accessing Sex Education and Reproductive Care
			7.6.3 Accessing Vaccines
			7.6.4 Medical Treatment for Ill Children
		7.7 Summary
Part II: Constructing the Floor
	Overview of the Section
	Chapter 8: History of Children´s Human Rights in the USA
		8.1 Introduction
		8.2 Importance of Historical Context
			8.2.1 Historical Skews of Children
		8.3 Journey of Children´s Human Rights in the USA Across Time
			8.3.1 A Brief Overview of the History of Children´s Rights
				8.3.1.1 Child Labor Overview
			8.3.2 Impact of the Suffragette and Progressive Movements on Child Rights
		8.4 Presidential Child Rights Initiatives
			8.4.1 President Theodore Roosevelt
			8.4.2 President Howard Taft
			8.4.3 President Woodrow Wilson
			8.4.4 Presidents Warren G. Harding and Calvin Coolidge
			8.4.5 President Herbert Hoover
			8.4.6 President Franklin D. Roosevelt
			8.4.7 Presidents Harry Truman and Dwight Eisenhower
			8.4.8 Presidents John Kennedy and Lyndon Johnson
			8.4.9 Presidents Richard Nixon and Gerald Ford
			8.4.10 President Jimmy Carter
			8.4.11 President Ronald Reagan
			8.4.12 President Bill Clinton
			8.4.13 The Bush Presidencies
				8.4.13.1 Note on Regan, GHW Bush, and the CRC
			8.4.14 President Barack Obama
			8.4.15 President Donald Trump
			8.4.16 President Joe Biden
		8.5 Framing History Today
			8.5.1 The Fight Over Whether to Keep the Past
			8.5.2 The Need for Changing the Frame
		8.6 Summary
	Chapter 9: Framing Child Rights Within Academic Disciplines
		9.1 Introduction
		9.2 Fragmentation of Academic Fields Influences Children´s Human Rights
		9.3 History of the Academy
		9.4 Academic Determinations of Children´s Human Rights
		9.5 Bio-Medical, Bio-Social Social Children´s Theories
			9.5.1 Sociobiology and Child Rights
			9.5.2 Pediatrics
		9.6 Philosophy
		9.7 History
		9.8 Anthropology and Children´s Rights
		9.9 Children´s Rights Within Geography
		9.10 Political Science
		9.11 Law and Legal Studies
		9.12 Child Psychologists and Children´s Human Rights
		9.13 Sociology and Children´s Human Rights
			9.13.1 Structural-Functionalism
			9.13.2 Conflict Theory
				9.13.2.1 Feminist Theory
				9.13.2.2 Intersectionality Theory
					Whitewashing and Age-Washing of Disciplines?
			9.13.3 Symbolic Interaction and Labeling Theory
			9.13.4 Reproduction Theory
			9.13.5 Social Constructionism
			9.13.6 Clinical Sociology
		9.14 Education
		9.15 Social Work, Nursing, Public Health, Criminal Justice, and Applied Fields
		9.16 Children´s Human Rights as a Growing Discipline
		9.17 Summary
	Chapter 10: Are Children Parental Property?
		10.1 Introduction
		10.2 What It Means to Own Property
		10.3 History of Children as Property
		10.4 Legal Considerations of Children as Parental Property
		10.5 To Whom Do Children Belong?
			10.5.1 Adoption
			10.5.2 Child Trafficking
			10.5.3 Philosophical Thoughts of Children Not as Property
		10.6 CRC as a Pro-Parent Treaty
			10.6.1 Specific Articles Supporting Parents
			10.6.2 Myth Busting
		10.7 Psychosocial Theories About Children as Property
			10.7.1 Reactance Theory
			10.7.2 Labeling Theory
			10.7.3 Conflict Theory
		10.8 Implications of a Child-as-Property Perspective
		10.9 The Case of Uvalde: An Example of Child-Parent Partnership Rights
		10.10 Summary
	Chapter 11: Are Children a Minority Group?
		11.1 Introduction
		11.2 Criteria for Being a Minority Group
		11.3 Prejudice and Discrimination
		11.4 Dehumanization of Minority Groups
		11.5 The Ageism Frame
			11.5.1 Misrecognition, Microageisms, and Macroageisms
		11.6 Child Stereotypes Are Similar to Elder Stereotypes
			11.6.1 Dependency Attributes
			11.6.2 Physical Attributes
			11.6.3 Emotional Attributes
			11.6.4 Cognitive Attributes
			11.6.5 Separate Housing and Care Facilities
			11.6.6 Social Attributes
			11.6.7 Work and Money
		11.7 Adultification
		11.8 Childism
		11.9 Summary
	Chapter 12: Stratification and Castification of Children
		12.1 Introduction
		12.2 Contextualizing the Concept of Social Stratification
			12.2.1 Types of Stratification Systems
		12.3 The Stratification of Childhood
		12.4 Stratification´s Impact on Adolescent Transition to Adulthood
		12.5 Intersectionality
		12.6 Intergenerationality and Children´s Human Rights
			12.6.1 Changing Intergenerational Norms
		12.7 Contextualizing the Concept of Caste and Children´s Human Rights
			12.7.1 An Alternative View of ``Cast´´
		12.8 The Castification of Children
			12.8.1 Child Castification Indicators
			12.8.2 Ranking of Castification Indicators
		12.9 Summary
	Chapter 13: Rightsology
		13.1 Introduction
		13.2 Types of Human Rights
		13.3 The Making of an ``Ology´´
		13.4 Key Parts of Children´s Human Rightsology
			13.4.1 Interdisciplinary Applications
			13.4.2 Scholars
			13.4.3 Child Rights Infrastructures
				13.4.3.1 Scholarly Publication Resources
				13.4.3.2 Networks, Resources, and Organizations
		13.5 Fundamental Rightsology Assumptions: Static or Changeable?
		13.6 Socialization and Human Rights
			13.6.1 Socialization of Children as Rights-Holders
		13.7 Summary
Part III: Constructing the Walls
	Overview
	Chapter 14: The 3 Ps of Provision, Protection, and Participation
		14.1 Introduction
		14.2 What Are the 3Ps?
		14.3 Defining Provision
			14.3.1 CRC Provisions
		14.4 Defining Protection
			14.4.1 CRC Protections
		14.5 Defining Participation
			14.5.1 CRC Participation
		14.6 Why Are the 3 Ps Important for Children?
			14.6.1 Why Provision Is an Important Children´s Human Right
			14.6.2 Why Protection Is an Important Children´s Human Right
			14.6.3 Why Participation Is an Important Children´s Human Right
		14.7 US Child 3P Systems: Where Is the Human Rights Framework?
		14.8 Summary
	Chapter 15: US Systems of Child and Youth Provision Services
		15.1 Introduction
		15.2 Provision System Overview
		15.3 Provision Misunderstandings
			15.3.1 Welfare
			15.3.2 Child Welfare
			15.3.3 Child Well-Being
			15.3.4 The Vulnerability-Risk Issue
		15.4 Targeted Provision Models
			15.4.1 History of Targeted Models Overview
			15.4.2 Problems with Targeted Models
		15.5 Universal Model of Provision
			15.5.1 The Medicare-Medicaid Example
		15.6 Targeted Universalism
		15.7 Need for Change
			15.7.1 Keep Doing What We Are Doing
			15.7.2 Systems Redesign Considerations
				15.7.2.1 Complex Systems and Social Change
				15.7.2.2 Chaos and Complex Systems Theories
				15.7.2.3 Challenges Changing Complex Systems
				15.7.2.4 Thriving Families Initiative
				15.7.2.5 Third Horizon Model
				15.7.2.6 A Children´s Human Rights Framework
		15.8 Summary
	Chapter 16: Systems of US Child Protection
		16.1 Introduction
		16.2 What Is Child Protection?
		16.3 Child Protection Systems in the US
			16.3.1 A Brief History of Child Protection
			16.3.2 What Exactly Are We Protecting Children From?
			16.3.3 Who Are We Protecting Children For?
				16.3.3.1 Access to Lawyers
				16.3.3.2 Child Advocates
		16.4 Towards a Comprehensive Child Protection System
			16.4.1 Comprehensive Children´s Human Rights Protection System (CCHRPS)
				16.4.1.1 CCHRPS Examples
					Home Protections
						Accidents
						Chastisement (Punishment/Discipline)
						Emotional Abuse
						Foster Care
						Media (Social, Visual, Auditory)
						Neglect
						Physical Abuse
						Sexual Abuse
						Verbal Abuse
					Organizational Protections
						Camps
						Childcare Centers
						Clubs, Civic Organizations
						Residential Institutions
						Schools
						Sports
						Transportation
			16.4.2 Community Protections
				16.4.2.1 Child Trafficking
				16.4.2.2 Drugs
				16.4.2.3 Emergency and Humanitarian Protections
				16.4.2.4 Environmental Justice
				16.4.2.5 Extremism
				16.4.2.6 Gun Violence
				16.4.2.7 Poverty
			16.4.3 Corporate Protections of Children
				16.4.3.1 Child Labor
				16.4.3.2 Equipment Safety
				16.4.3.3 Food and Water Safety
				16.4.3.4 Social Media and Children´s Digital Protections
			16.4.4 Global Protections
				16.4.4.1 Climate Change
				16.4.4.2 Emergency and Humanitarian Protections
				16.4.4.3 Environmental Disasters and ``Slow´´ Violence
				16.4.4.4 Terrorism and War
		16.5 Summary
	Chapter 17: Systems of Child Participation in the USA
		17.1 Introduction
		17.2 Ways To Conceptualize Youth Participation
			17.2.1 Agency
			17.2.2 Engagement
			17.2.3 Volunteerism
		17.3 History´s Mixed Message About Child Agency
		17.4 The Child as Citizen Tension
		17.5 The Child Participation Conundrum
			17.5.1 Children as Decision Makers
		17.6 Participation and Play as Children´s Human Right
		17.7 Research About Youth Participation
		17.8 Demographic Factors Impacting Youth Participation
		17.9 Scaffolded Models of Youth Participation
			17.9.1 Hart´s Ladder of Youth Participation
			17.9.2 Arnstein´s Ladder of Citizen Participation
			17.9.3 The Act for Youth Engagement Model
			17.9.4 Other Models
			17.9.5 Longitudinal Model of Youth Engagement
			17.9.6 Generational Trend Model
		17.10 Child Participation in Communities
			17.10.1 Clubs and Organizational Participation
			17.10.2 Participation in Work Settings
				17.10.2.1 Paid Labor
				17.10.2.2 Unpaid Labor
				17.10.2.3 Young Carers
		17.11 Child Friendly Cities Initiative (CFCI)
		17.12 Taking a Seat at the Table
		17.13 Participation in the Digital World
			17.13.1 Youth Digital Rights
			17.13.2 Digital Divide
		17.14 Warnings Against Children´s Exclusion
		17.15 Summary
	Chapter 18: Education: A Children´s Human Rights Framework Example
		18.1 Introduction
		18.2 Education and Children´s Human Rights Provision
		18.3 Who and What Is Education For?
		18.4 Locations for Delivery of Education
			18.4.1 Public Schools
			18.4.2 Charter Schools
			18.4.3 Private Schools
			18.4.4 Homeschools
			18.4.5 For-Profit Schools
				18.4.5.1 Online Programs
		18.5 Pressure to Change Schools
		18.6 Human Being or Becomings Revisited
		18.7 Importance of Early Childhood Education
		18.8 School Structure and Infrastructure
		18.9 Curriculum Concerns
			18.9.1 Book Banning
		18.10 Are All Children Taught Equally?
			18.10.1 Educational Apartheid
			18.10.2 Institutionalized Racism
			18.10.3 Institutionalized Genderism
			18.10.4 Language and Culture
			18.10.5 Students with Ability Differences
		18.11 Are Schools Social Service Agencies?
			18.11.1 School Healthcare Provisions and Participations
		18.12 Education and Children´s Human Right to Protections
			18.12.1 How Safe Are Children at School?
			18.12.2 Rights-Respecting School and Climates
			18.12.3 Discipline
			18.12.4 School Shootings
			18.12.5 Bullying
		18.13 Education and Children´s Human Right to Participation
			18.13.1 School Climate and Participation
			18.13.2 Student´s Legal Rights to Participation
				18.13.2.1 Freedom of Speech Rights
				18.13.2.2 Consent
				18.13.2.3 Dress Code Rights
				18.13.2.4 Search and Seizure Rights
				18.13.2.5 Digital Property Rights
				18.13.2.6 Self-Incrimination and Due Process Rights
				18.13.2.7 Discipline Rights
				18.13.2.8 Immigrant Rights
				18.13.2.9 Disability Rights
				18.13.2.10 LGBTQ+ Rights
				18.13.2.11 Pregnancy Rights
		18.14 A Children´s Human Rights Framework
			18.14.1 Human Rights Education (HRE) as the Key
		18.15 Case Studies and Examples
			18.15.1 Scotland Getting It Right
			18.15.2 Canadas Human Rights Education Approach
			18.15.3 UNICEF´s Education Toolkit
			18.15.4 Wales Children´s Rights Approach
			18.15.5 Save the Children Education Toolkit
			18.15.6 Other HRE Tools
		18.16 Summary
Part IV: Constructing the Roof
	Overview
	Chapter 19: Children, the Constitution, and the Courts
		19.1 Introduction
		19.2 Rights in Different Spheres
			19.2.1 Individual vs Community: Spheres in Conflict
			19.2.2 Hard and Soft Law
		19.3 Underpinnings of the Constitution, UDHR, CRC and Child Rights
		19.4 The US Constitution
			19.4.1 Preamble
		19.5 Are Children´s Human Rights Protected in the US Constitution?
			19.5.1 Court Rulings Supporting Children´s Rights
			19.5.2 Children´s Rights to Education in the US
			19.5.3 Right to Healthcare
			19.5.4 Other Considerations of Children´s Constitutional Rights
		19.6 Child Protection and the Criminal Justice System
			19.6.1 CRC Article 40
			19.6.2 Children as Perpetrators
		19.7 Brain Development and Juvenile Justice
		19.8 Police Response
		19.9 Juvenile Justice System
		19.10 Courts
			19.10.1 Children´s Human Rights and the Court
			19.10.2 Social Class Bias in the Courts
			19.10.3 JLWOP and Death Sentences
			19.10.4 Restorative Justice
		19.11 A New Paradigm for Child Law and the Constitution
		19.12 Summary
	Chapter 20: The Children´s Human Rights Movements
		20.1 Introduction
		20.2 A Brief History of Children´s Human Rights Movements
			20.2.1 Declaration on the Rights of the Child
				20.2.1.1 The Declaration of the Rights of the Child
			20.2.2 American Youth Congress
			20.2.3 Other Movements
		20.3 Public Misinformation Thwarting Child Rights Movement
		20.4 Directions for Children´s Human Rights in the USA
			20.4.1 Is There a Children´s Human Rights Movement in the USA?
				20.4.1.1 Yes
				20.4.1.2 No
				20.4.1.3 Maybe
		20.5 What Exactly Is a Social Movement?
			20.5.1 Steps in a Social Movement
			20.5.2 Human Rights Social Movements
		20.6 Where Are the Children in the Children´s Rights Movement?
		20.7 Applying Social Movement Theory to the Children´s Human Rights Movement
		20.8 Piggybacking on the Anti-Trauma Social Movement
		20.9 Summary
	Chapter 21: How to Talk With and About Children as Human Rights Holders
		21.1 Introduction
		21.2 Constructing a Narrative of Children as Rights-Holders
		21.3 Conceptualizing Children´s Human Rights
		21.4 Using Child-Rights Conversation
		21.5 Common Troubles Talking About Children as Rights-Holders
		21.6 The Value of Discourse
		21.7 Dialogue and Children´s Rights
		21.8 Freire Model of Dialogue
		21.9 How to ``Do´´ a Dialogue
		21.10 Dialogue as Key to Capacity Building
		21.11 Dialogue and Children´s Human Rights
		21.12 Teaching Dialogue to Children
		21.13 Summary
	Chapter 22: Investing in Children
		22.1 Introduction
		22.2 Investment, Cost, and Benefit
		22.3 Why Investing in Child Rights Is Essential
		22.4 Types of Investments
			22.4.1 Financial Investments
			22.4.2 Social Investments
			22.4.3 Government Investments
			22.4.4 Family and Emotional Investments
		22.5 The Investing in Children Decision-Tree
			22.5.1 Deciding Who´s Important
		22.6 Common Models of Decision Making
			22.6.1 Inaction Model of Decision-Making
			22.6.2 Rational Decision-Making
			22.6.3 Good-Enough Decision Model
		22.7 Investing in Children´s Development from a Human Rights Perspective
		22.8 An Investment Example: Student Loan Debt
		22.9 How Do We Get Others to Care About Children?
		22.10 Summary
	Chapter 23: Opportunities and Challenges
		23.1 Introduction
		23.2 Opportunities
			23.2.1 Change the Narrative
			23.2.2 Change the Constitution
			23.2.3 National Reorganization of Children´s Programs
			23.2.4 Embed Child Participation at All Levels
			23.2.5 Ratify and Implement the Convention on the Rights of the Child
				23.2.5.1 The Phoenix Zone Alternative
			23.2.6 The CRC by Another Name and Form
			23.2.7 The All Children Thrive National Children´s Strategy (ACT America)
			23.2.8 The Frameworks and Leading for Kids Approach
			23.2.9 Children´s Human Rights Public Health Model
				23.2.9.1 Focus on Prevention
				23.2.9.2 Pediatricians-as-Partners
				23.2.9.3 Public Health and Social Change
			23.2.10 Build a Children´s Human Right Education Learning-to-Action Initiative
				23.2.10.1 Parent Education
					Sexual Debut, Intimacy and Childbearing Decision Information
					Prenatal Parenting Classes
					Father/Other Partner in Prenatal Involvement
					Couple Support
					Parent Supports
					Parent Liaisons
					Online or Face-to-Face Classes
					An Example of National Commitment to Baby-Rights
				23.2.10.2 Caregiver CHRE
				23.2.10.3 K-12 CHRE
				23.2.10.4 Higher Education CHRE
				23.2.10.5 Professional CHRE
				23.2.10.6 Government and Community Leadership CHRE
				23.2.10.7 Media CHRE
			23.2.11 Scaffolding Children´s Human Rights Education and Action
		23.3 Challenges
			23.3.1 Updating the CRC
			23.3.2 Lack of National Support for International Human Rights Treaties
			23.3.3 Federalism and Sovereignty
			23.3.4 Targeted Systems
			23.3.5 Systems Are Not Designed to Deal with Unaccompanied Children
			23.3.6 Child Maturity Concerns
			23.3.7 Parental Fears
			23.3.8 LSEDI
		23.4 Summary
	Chapter 24: Where Will We Build the Top of the Roof?
		24.1 Introduction
		24.2 Revisiting the Building Construction Metaphor
		24.3 Curse of the Child as Property Legacy
		24.4 Why the US Should Institutionalize a Children´s Human Rights Framework
		24.5 Change the Framework
		24.6 Creation of a New Social Contract for Children
			24.6.1 President Franklin Roosevelt´s New Deal
				24.6.1.1 Franklin Roosevelt´s 1944 Second Bill of Rights State of the Union Address
			24.6.2 President Lyndon Johnson´s Great Society
			24.6.3 Did Ronald Reagan Create a New Social Contract?
		24.7 Proposed New Social Contract Models
			24.7.1 Global Social Contract Models
			24.7.2 National Social Contract Models
			24.7.3 State and Local Social Contract Models
			24.7.4 Social Responsibility Model
			24.7.5 Impact of the Pandemic and Social Contract
		24.8 Directions for Building a US Children´s Human Rights Framework
			24.8.1 Step One: Change The National Narrative About Children
				24.8.1.1 Change the Language We Use to Talk About Children
				24.8.1.2 Change Our Criteria of What Constitutes a Child
				24.8.1.3 Change the Assumptions We Hold About Children
				24.8.1.4 Change Our Understanding of What Children´s Human Rights Are
				24.8.1.5 Change Our Priority from Individual to Collective Well-Being
				24.8.1.6 Change Ageism into a Minority Group Designation
				24.8.1.7 Change Our Focus on What Children´s Problems Are
			24.8.2 Step 2: Change in Our National Structures Regarding Children
				24.8.2.1 Institute a New Social Contract
				24.8.2.2 Change the Way Our Social Systems Function
				24.8.2.3 Hold Duty-Bearers Responsible
				24.8.2.4 Change Methods of Data-Gathering and Consider the Missing Data
					Powerful Knowledge
			24.8.3 Potential Directions for US Children´s Human Rights
			24.8.4 Who Are Going to Be Children´s Human Rights Defenders?
			24.8.5 Summary
References
Index