age_range
stringclasses 9
values | age_group_stage_one
stringclasses 9
values | age_group_stage_two
stringclasses 9
values | stakeholder_definition
stringclasses 12
values | stakeholder_group
stringclasses 12
values | stakeholder_engagement_strategies
stringclasses 12
values | stakeholder_potential_interests
stringclasses 12
values | category
stringclasses 8
values | impact
stringclasses 8
values | region
stringclasses 5
values |
|---|---|---|---|---|---|---|---|---|---|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Organ Allocation
|
Permanent impact on multiple lives; Complex fairness considerations; Balancing utility and equity
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Organ Allocation
|
Permanent impact on multiple lives; Complex fairness considerations; Balancing utility and equity
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Organ Allocation
|
Permanent impact on multiple lives; Complex fairness considerations; Balancing utility and equity
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Organ Allocation
|
Permanent impact on multiple lives; Complex fairness considerations; Balancing utility and equity
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Organ Allocation
|
Permanent impact on multiple lives; Complex fairness considerations; Balancing utility and equity
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Triage Protocols
|
Rapid ethical decision-making; Resource prioritization; Immediate impact on survival
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Triage Protocols
|
Rapid ethical decision-making; Resource prioritization; Immediate impact on survival
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Triage Protocols
|
Rapid ethical decision-making; Resource prioritization; Immediate impact on survival
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Triage Protocols
|
Rapid ethical decision-making; Resource prioritization; Immediate impact on survival
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Triage Protocols
|
Rapid ethical decision-making; Resource prioritization; Immediate impact on survival
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Palliative Care Access
|
Quality of life considerations; Dignity in treatment choices; Balance between comfort and intervention
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Palliative Care Access
|
Quality of life considerations; Dignity in treatment choices; Balance between comfort and intervention
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Palliative Care Access
|
Quality of life considerations; Dignity in treatment choices; Balance between comfort and intervention
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Palliative Care Access
|
Quality of life considerations; Dignity in treatment choices; Balance between comfort and intervention
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Palliative Care Access
|
Quality of life considerations; Dignity in treatment choices; Balance between comfort and intervention
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Essential Medication Access
|
Basic healthcare rights; Resource distribution ethics; Population-level impact
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Essential Medication Access
|
Basic healthcare rights; Resource distribution ethics; Population-level impact
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Essential Medication Access
|
Basic healthcare rights; Resource distribution ethics; Population-level impact
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Essential Medication Access
|
Basic healthcare rights; Resource distribution ethics; Population-level impact
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
The individual at the center of the CREP process. Age and developmental stage are *critical* factors.
|
Child/Young Person
|
Age-appropriate communication (verbal, play, art), active listening, ensuring understanding, providing choices where possible, respecting their views, creating a safe space for expression, building trust.
|
Safety, well-being, voice being heard, understanding what's happening, feeling secure, maintaining relationships, having their needs met (physical, emotional, educational, social).
|
Essential Medication Access
|
Basic healthcare rights; Resource distribution ethics; Population-level impact
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Organ Allocation
|
Permanent impact on multiple lives; Complex fairness considerations; Balancing utility and equity
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Organ Allocation
|
Permanent impact on multiple lives; Complex fairness considerations; Balancing utility and equity
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Organ Allocation
|
Permanent impact on multiple lives; Complex fairness considerations; Balancing utility and equity
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Organ Allocation
|
Permanent impact on multiple lives; Complex fairness considerations; Balancing utility and equity
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Organ Allocation
|
Permanent impact on multiple lives; Complex fairness considerations; Balancing utility and equity
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Triage Protocols
|
Rapid ethical decision-making; Resource prioritization; Immediate impact on survival
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Triage Protocols
|
Rapid ethical decision-making; Resource prioritization; Immediate impact on survival
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Triage Protocols
|
Rapid ethical decision-making; Resource prioritization; Immediate impact on survival
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Triage Protocols
|
Rapid ethical decision-making; Resource prioritization; Immediate impact on survival
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Triage Protocols
|
Rapid ethical decision-making; Resource prioritization; Immediate impact on survival
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Palliative Care Access
|
Quality of life considerations; Dignity in treatment choices; Balance between comfort and intervention
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Palliative Care Access
|
Quality of life considerations; Dignity in treatment choices; Balance between comfort and intervention
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Palliative Care Access
|
Quality of life considerations; Dignity in treatment choices; Balance between comfort and intervention
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Palliative Care Access
|
Quality of life considerations; Dignity in treatment choices; Balance between comfort and intervention
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Palliative Care Access
|
Quality of life considerations; Dignity in treatment choices; Balance between comfort and intervention
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Essential Medication Access
|
Basic healthcare rights; Resource distribution ethics; Population-level impact
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Essential Medication Access
|
Basic healthcare rights; Resource distribution ethics; Population-level impact
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Essential Medication Access
|
Basic healthcare rights; Resource distribution ethics; Population-level impact
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Essential Medication Access
|
Basic healthcare rights; Resource distribution ethics; Population-level impact
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Primary caregivers; legal responsibility. May include biological, adoptive, foster parents, or legal guardians.
|
Parents/Guardians
|
Open and honest communication, regular updates, involvement in planning and decision-making, providing clear explanations, addressing concerns, respecting their expertise on their child, culturally sensitive approaches.
|
Child's safety and well-being, maintaining parental rights and responsibilities, understanding the process, being involved in decision-making, accessing support, financial concerns, cultural considerations.
|
Essential Medication Access
|
Basic healthcare rights; Resource distribution ethics; Population-level impact
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
General CREP
|
Foundational ethical principles; Sets baseline for all ethical decisions; Impacts all downstream choices
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
Medical Euthanasia
|
Most profound ethical implications; Direct involvement in end-of-life decisions; Questions of autonomy vs medical responsibility
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
Ventilator Allocation
|
Immediate life/death implications; Scarce resource distribution; Multiple competing ethical principles
|
Asia
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
North America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
South America
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
Europe
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
Middle East
|
0-2
|
Infancy/Toddlerhood
|
Infancy/Toddlerhood
|
Brothers and sisters of the child.
|
Siblings
|
Age-appropriate explanations, opportunities to express their feelings, inclusion in family meetings (where appropriate), providing support and reassurance, ensuring their needs are also considered.
|
Their own well-being, understanding what's happening to their sibling, maintaining family relationships, not feeling left out, potential impact on their routine and family life.
|
End-of-Life Care
|
Complex intersection of patient rights and medical obligations; Involves family dynamics and cultural considerations; Long-term impact on both patients and healthcare providers
|
Asia
|
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