c. The Child Rights to a Healthy Social Environment
They want to be valued and accepted. They want to be safe. They want to learn and explore, they want to play and have fun,
they need to find meaning in their lives and make a spiritual connection Garbarino, 2008: 17. When the social environment
spreads “fear and falsehood,” it becomes poisonous to the development of children and youth, much as when the physical
environment is poisoned and misused it can undermine their physical well-being. There are two toxic that can be the reason of
it’s that the two toxic forces have blocked ratification. The first is the fundamentalist impulse in American culture that fears and
rejects human rights initiatives in general as a threat to the power of the entrenched interests of homophobic, patriarchal,
punishment-oriented “traditional values.” The second is the power of those who believe that we are above and beyond the
rest of the world – “We’re Number One” –and therefore entitled to our exceptional status. Americans have a special difficulty in
dealing with this issue. One of our problems is what historians have called our “historical exceptionalism.” What they mean in
using this term is that we tend to view our history as unique, and to reject the idea that we are like everyone else, as a people and as a
country Garbarino, 2008: 248
d. Participation and the Evolving Capacities of a Child
Adults respect and consider the expressions and opinions of children, this does not equate to granting them every wish or
request. Rather, parents as well as other adults are encouraged to consider the relevance of the topic, maturity level, and if the
matter under consideration is in the “best interest of the child” Hart in Garbarino, 2008: 184. He also states that all children the
right to expression, thought and religion, association and assembly, and play. Because a child’s right to participation depends on social
environments providing equal opportunities for participation Hart in Garbarino, 2008: 184. According to Garbarino 2008: 184
Children are anchored to the relationships, experiences, and opportunities vital to exerting their right to participation, the more
likely they are to thrive and be protected from risk. Thus, in accord with the theme of this text, child participation depends in large part
on being raised in a socially healthy environment.
e. Social Anchoring
Social anchoring refers to grounding children in healthy families, other adult relationships, and communities Garbarino,
2008: 185. Participation begins at birth when newborns and infants participate in reciprocal interactions in which their behavior
appears to be indiscriminate but meaningful Flekkoy and Kaufman in Garbarino, 2008: 185. For example, although they
lack verbal ability, all infants, regardless of culture, communicate by engaging in survival behaviors meant to obtain responses from
caregivers. The function of these interactions generally will lead to an attachment relationship which will predict healthy or
unhealthy human development consequently empowering them with the evolving capacities necessary for exerting their right
to participation Ainsworth and Collins in Garbarino, 2008: 185.
2. Discussion
The author criticizes some aspects in the story such as social aspects, economic aspects, political aspects, cultural aspect,
religious aspect, science and technology aspect. In the social aspects contain social structure. Picoult shows that most of the
characters work as a lawyer, judge, professionals finance and
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