Examining the complementarity of ‘children’s rights’ and ‘bioethics’ moral frameworks in pediatric health care

Abstract

The United Nations Convention on the Rights of the Child has inspired numerous initiatives to recognize children's health-related rights. Whereas children's rights have served as the dominant moral framework for child health concerns in Europe, pediatric bioethics has emerged as the principal framework used in North America. Despite their similarities, these two frameworks differ significantly. Children's rights initiatives tend to be universalist, highlighting substantive standards for all children, while pediatric bioethics has developed norms, models, and procedures for the ethical analysis and management of individual cases. The aim of this article is to critically examine the respective contributions and intersections of children's rights and pediatric bioethics moral frameworks in child health. We describe our collaboration bridging our work with these two frameworks to address pediatric health-care concerns in the Republic of Georgia. We conclude with recommendations for how the complementarity of these two frameworks can be further bridged and promoted internationally.

Structural distress: experiences of moral distress related to structural stigma during the COVID-19 pandemic

“…Research on moral distress suggests that power and hierarchy are important components to consider. For example, moral distress can be perceived differently based on an individual's place in the organizational hierarchy [26] or due to the power differential between different professions [27]. Other studies suggest power and hierarchy play a role in both moral distress and moral courage [8,17,27,28].…”

“…For example, moral distress can be perceived differently based on an individual's place in the organizational hierarchy [26] or due to the power differential between different professions [27]. Other studies suggest power and hierarchy play a role in both moral distress and moral courage [8,17,27,28]. In one study that explored moral courage in nursing students, most students cited power differential, fear of consequences, and lack of confidence as key influences contributing to their hesitation to demonstrate moral courage, often remaining as passive spectators [29].…”

Impacts of the COVID-19 pandemic on children: An ethical analysis with a global-child lens

“…Decisions about the relative importance of particular pandemic impacts systematically dismiss what is really at stake for young people – namely, their rights. Children’s rights, as outlined by the 1989 United Nations Convention on the Rights of the Child (CRC) (UN General Assembly, 1989), generally fall into three main categories: (a) participation, (b) protection from and prevention of abuse, neglect, discrimination, exploitation and other harms and (c) provision of assistance to support young people’s basic needs (Carnevale and Manjavidze, 2016; UNICEF, no date).…”

“…At its core, the CRC relies on an ‘interests’ conception of rights, whereby the young person’s best interests are at the centre of all actions pertaining to them (Carnevale and Manjavidze, 2016). However, defining a young person’s best interests is a complex, contested task.…”

Child and youth participation in sexual health-related discussions, decisions, and actions in Njombe, Tanzania: A focused ethnography

“…There is a growing body of research on the health-related experiences and participation of children/youth throughout the international literature (Carnevale, 2016; Greene and Hogan, 2005), and little has focused on Tanzanian settings. The international literature recognizes children/youth as bearers of ‘participation rights’; highlighting that they should be active participants in matters that affect them (Carnevale and Manjavidze, 2015; UNCRC, 1989).…”