Tag: Homework Solution

  • [Solved] critical response

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    you will practice responding to a piece of published research writing, you should exercise your volition for skepticism, argumentation, synthesis, and debate. It will consist of a number of components, one where you explicate the author's argument in its entirety, and then transition into a discussi…

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    you will practice responding to a piece of published research writing, you should exercise your volition for skepticism, argumentation, synthesis, and debate. It will consist of a number of components, one where you explicate the author's argument in its entirety, and then transition into a discussion of your own impressions and opinions about the feasibility or lackthereof (in your opinion) of what they had to say.  You will write a five-page response or rebuttal to their article.
    \
    RamseyExperiencingtheSocialIssuesthatImpactAmericasClassroomscopy.pdf](https://www.sweetstudy.com/files/ramseyexperiencingthesocialissuesthatimpactamericasclassroomscopy-pdf "RamseyExperiencingtheSocialIssuesthatImpactAmericasClassroomscopy.pdf")

  • [Solved] ADD AUDIO TO YOUR MULTIMODAL PROJECT

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    \ IMG_0169.jpeg](https://www.sweetstudy.com/files/img-0169-jpeg-10415215 "IMG_0169.jpeg")

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    IMG_0169.jpeg](https://www.sweetstudy.com/files/img-0169-jpeg-10415215 "IMG_0169.jpeg")

  • [Solved] assistance needed

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    please see attachment – ## Thisextracreditdiscussionisworth5points.docx **## Thisextracreditdiscussionisworth5points.docx** **This extra credit discussion is worth 5 points**. **You do not need to reply to your classmates to earn full points.** We learned about the functions of sugar in food and how…

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    please see attachment

    – ## Thisextracreditdiscussionisworth5points.docx

    **## Thisextracreditdiscussionisworth5points.docx**

    **This extra credit discussion is worth 5 points**.
    **You do not need to reply to your classmates to earn full points.**

    We learned about the functions of sugar in food and how it affects different traits of food including but not limited to taste, texture, and shelf-stability.

    Between 2017-2018, CDC found the average intake of added sugars for persons ages 2 to 19 years were 17-teaspoons per day (~408 calories); this average was the same for adults 20 years or older.

    If we break the amount of added sugar consumed from food, studies show –

    · The largest source of added sugar consumption comes from sugar-sweetened beverages such as juice, soda pop, energy drinks, and coffee

    · Breakfast cereals contributes < 5% of added sugars to American diets; however, in 2014 it was found to be the fifth highest source of added sugars in diets of children under 8 years.

    · Dietary cholesterol was thought to be the perpetrator of high triglyceride levels; however, added sugars is the largest contributor to high triglyceride levels. Liver converts excess sugar into triglycerides via lipogenesis.

    Answer the following questions; there are no right or wrong answers here –

    1. Should added sugars be regulated in our food supply? If so, what are some ideas to regulate added sugars?

    2. Who should be responsible for the cost of care to treat chronic disease due to complications associated from consuming too much added sugar? Is it the consumers, the food industry, or both?

    3. Are there benefits of foods with added sugars for specific populations or disease states?

    **## Thisextracreditdiscussionisworth5points.docx**

    **This extra credit discussion is worth 5 points**.
    **You do not need to reply to your classmates to earn full points.**

    We learned about the functions of sugar in food and how it affects different traits of food including but not limited to taste, texture, and shelf-stability.

    Between 2017-2018, CDC found the average intake of added sugars for persons ages 2 to 19 years were 17-teaspoons per day (~408 calories); this average was the same for adults 20 years or older.

    If we break the amount of added sugar consumed from food, studies show –

    · The largest source of added sugar consumption comes from sugar-sweetened beverages such as juice, soda pop, energy drinks, and coffee

    · Breakfast cereals contributes < 5% of added sugars to American diets; however, in 2014 it was found to be the fifth highest source of added sugars in diets of children under 8 years.

    · Dietary cholesterol was thought to be the perpetrator of high triglyceride levels; however, added sugars is the largest contributor to high triglyceride levels. Liver converts excess sugar into triglycerides via lipogenesis.

    Answer the following questions; there are no right or wrong answers here –

    1. Should added sugars be regulated in our food supply? If so, what are some ideas to regulate added sugars?

    2. Who should be responsible for the cost of care to treat chronic disease due to complications associated from consuming too much added sugar? Is it the consumers, the food industry, or both?

    3. Are there benefits of foods with added sugars for specific populations or disease states?

  • [Solved] 3 PAGE RESEARCH

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    In-depth study guidance and analytical solution covering 3 PAGE RESEARCH.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] HLM

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    In-depth study guidance and analytical solution covering HLM.

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  • [Solved] Lung cancer

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    In-depth study guidance and analytical solution covering Lung cancer.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Advanced Writing and Research-

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    ## Annotated Bibliography* – ## APAAnnotatedBibliographyTemplate.docx – ## Week5InstructionsforWritinganAnnotatedBibliographyMV.pdf **## APAAnnotatedBibliographyTemplate.docx** 2 **Title of your Paper** Student Name School Course Prof. Name Date **1.Citation:** **Summary:** **Evaluation:** **Reflec…

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    ## Annotated Bibliography*

    – ## APAAnnotatedBibliographyTemplate.docx

    – ## Week5InstructionsforWritinganAnnotatedBibliographyMV.pdf

    **## APAAnnotatedBibliographyTemplate.docx**

    2

    **Title of your Paper**

    Student Name

    School

    Course

    Prof. Name

    Date

    **1.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **2.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **3.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **4.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **5.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **6.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **7.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **8. Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **## Week5InstructionsforWritinganAnnotatedBibliographyMV.pdf**

    Instructions for Writing an Annotated Bibliography

    Include eight academic or peer-reviewed sources from reliable databases.

    Use APA 7th edition style for each citation.

    Citations should have a hanging indent (first line flush left, subsequent lines indented ½
    inch).

    Write an Annotation for Each Source

    Each Annotation should be a short paragraph (150–200 words max) and must include:

    Summary (5–6 sentences)

    State the main idea of the source.

    Identify its purpose, argument, or findings.

    Keep it objective and concise.

    Evaluation (4–5 sentences)

    Assess the credibility of the source (peer-reviewed? published by a reputable
    journal/university?).

    Reflection/Application (4–5 sentences)

    Explain how this source will help in your research.

    Connect it directly to your essay or project (supporting evidence, background,
    counterargument, etc.).

    EXAMPLE

    1.Sanchez, J. (2021). The role of technology in emergency preparedness for schools. Journal of

    Educational Policy, 45(3), 200–215. https://doi.org/10.1007/

    Annotation

    Summary (5–6 sentences)

    Sanchez explores the increasing role of technology in supporting school emergency

    preparedness plans. The article argues that mobile phones should be recognized as essential

    safety tools rather than distractions. Through case studies of schools in California and New York

    that experienced natural disasters, Sanchez demonstrates how cell phones allowed

    communication between students, parents, and emergency personnel. The author emphasizes that

    during lockdowns or evacuations, traditional landline systems often fail, making mobile

    communication vital. Sanchez also highlights how schools that had policies permitting controlled

    phone use were able to respond more effectively to crises compared to schools with strict bans.

    Overall, the article establishes a strong link between technological access and student safety.

    Evaluation (4–5 sentences):

    This article is published in a peer-reviewed journal, making it a credible academic source.

    It uses both statistical data and real-world case studies, which strengthens its validity and

    relevance. A limitation, however, is that the research focuses mostly on U.S. schools in

    earthquake-prone or disaster-heavy regions, which may not reflect conditions in every context.

    Additionally, the article does not fully address potential downsides of student phone use, such as

    distraction or misuse. Despite this, the source provides valuable evidence supporting the

    argument that schools must adopt policies to reflect technological realities.

    Reflection/Application (4–5 sentences)

    This source will be extremely useful in my essay because it directly supports my first

    body paragraph about safety in emergencies. Sanchez’s case studies provide concrete examples

    that strengthen my argument that phones are not simply optional accessories but essential tools

    for protection and communication. I also plan to use the article’s discussion of technology policy

    as background information to show how schools can responsibly regulate phones instead of

    banning them. Although the article does not discuss cheating or other negative behaviors, this

    gap gives me the opportunity to address counterarguments with additional sources. Overall, this

    article reinforces my claim that phones, when managed by clear rules, can contribute to a safer

    school environment.

    **## Week5InstructionsforWritinganAnnotatedBibliographyMV.pdf**

    Instructions for Writing an Annotated Bibliography

    Include eight academic or peer-reviewed sources from reliable databases.

    Use APA 7th edition style for each citation.

    Citations should have a hanging indent (first line flush left, subsequent lines indented ½
    inch).

    Write an Annotation for Each Source

    Each Annotation should be a short paragraph (150–200 words max) and must include:

    Summary (5–6 sentences)

    State the main idea of the source.

    Identify its purpose, argument, or findings.

    Keep it objective and concise.

    Evaluation (4–5 sentences)

    Assess the credibility of the source (peer-reviewed? published by a reputable
    journal/university?).

    Reflection/Application (4–5 sentences)

    Explain how this source will help in your research.

    Connect it directly to your essay or project (supporting evidence, background,
    counterargument, etc.).

    EXAMPLE

    1.Sanchez, J. (2021). The role of technology in emergency preparedness for schools. Journal of

    Educational Policy, 45(3), 200–215. https://doi.org/10.1007/

    Annotation

    Summary (5–6 sentences)

    Sanchez explores the increasing role of technology in supporting school emergency

    preparedness plans. The article argues that mobile phones should be recognized as essential

    safety tools rather than distractions. Through case studies of schools in California and New York

    that experienced natural disasters, Sanchez demonstrates how cell phones allowed

    communication between students, parents, and emergency personnel. The author emphasizes that

    during lockdowns or evacuations, traditional landline systems often fail, making mobile

    communication vital. Sanchez also highlights how schools that had policies permitting controlled

    phone use were able to respond more effectively to crises compared to schools with strict bans.

    Overall, the article establishes a strong link between technological access and student safety.

    Evaluation (4–5 sentences):

    This article is published in a peer-reviewed journal, making it a credible academic source.

    It uses both statistical data and real-world case studies, which strengthens its validity and

    relevance. A limitation, however, is that the research focuses mostly on U.S. schools in

    earthquake-prone or disaster-heavy regions, which may not reflect conditions in every context.

    Additionally, the article does not fully address potential downsides of student phone use, such as

    distraction or misuse. Despite this, the source provides valuable evidence supporting the

    argument that schools must adopt policies to reflect technological realities.

    Reflection/Application (4–5 sentences)

    This source will be extremely useful in my essay because it directly supports my first

    body paragraph about safety in emergencies. Sanchez’s case studies provide concrete examples

    that strengthen my argument that phones are not simply optional accessories but essential tools

    for protection and communication. I also plan to use the article’s discussion of technology policy

    as background information to show how schools can responsibly regulate phones instead of

    banning them. Although the article does not discuss cheating or other negative behaviors, this

    gap gives me the opportunity to address counterarguments with additional sources. Overall, this

    article reinforces my claim that phones, when managed by clear rules, can contribute to a safer

    school environment.

    **## APAAnnotatedBibliographyTemplate.docx**

    2

    **Title of your Paper**

    Student Name

    School

    Course

    Prof. Name

    Date

    **1.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **2.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **3.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **4.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **5.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **6.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **7.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **8. Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **## Week5InstructionsforWritinganAnnotatedBibliographyMV.pdf**

    Instructions for Writing an Annotated Bibliography

    Include eight academic or peer-reviewed sources from reliable databases.

    Use APA 7th edition style for each citation.

    Citations should have a hanging indent (first line flush left, subsequent lines indented ½
    inch).

    Write an Annotation for Each Source

    Each Annotation should be a short paragraph (150–200 words max) and must include:

    Summary (5–6 sentences)

    State the main idea of the source.

    Identify its purpose, argument, or findings.

    Keep it objective and concise.

    Evaluation (4–5 sentences)

    Assess the credibility of the source (peer-reviewed? published by a reputable
    journal/university?).

    Reflection/Application (4–5 sentences)

    Explain how this source will help in your research.

    Connect it directly to your essay or project (supporting evidence, background,
    counterargument, etc.).

    EXAMPLE

    1.Sanchez, J. (2021). The role of technology in emergency preparedness for schools. Journal of

    Educational Policy, 45(3), 200–215. https://doi.org/10.1007/

    Annotation

    Summary (5–6 sentences)

    Sanchez explores the increasing role of technology in supporting school emergency

    preparedness plans. The article argues that mobile phones should be recognized as essential

    safety tools rather than distractions. Through case studies of schools in California and New York

    that experienced natural disasters, Sanchez demonstrates how cell phones allowed

    communication between students, parents, and emergency personnel. The author emphasizes that

    during lockdowns or evacuations, traditional landline systems often fail, making mobile

    communication vital. Sanchez also highlights how schools that had policies permitting controlled

    phone use were able to respond more effectively to crises compared to schools with strict bans.

    Overall, the article establishes a strong link between technological access and student safety.

    Evaluation (4–5 sentences):

    This article is published in a peer-reviewed journal, making it a credible academic source.

    It uses both statistical data and real-world case studies, which strengthens its validity and

    relevance. A limitation, however, is that the research focuses mostly on U.S. schools in

    earthquake-prone or disaster-heavy regions, which may not reflect conditions in every context.

    Additionally, the article does not fully address potential downsides of student phone use, such as

    distraction or misuse. Despite this, the source provides valuable evidence supporting the

    argument that schools must adopt policies to reflect technological realities.

    Reflection/Application (4–5 sentences)

    This source will be extremely useful in my essay because it directly supports my first

    body paragraph about safety in emergencies. Sanchez’s case studies provide concrete examples

    that strengthen my argument that phones are not simply optional accessories but essential tools

    for protection and communication. I also plan to use the article’s discussion of technology policy

    as background information to show how schools can responsibly regulate phones instead of

    banning them. Although the article does not discuss cheating or other negative behaviors, this

    gap gives me the opportunity to address counterarguments with additional sources. Overall, this

    article reinforces my claim that phones, when managed by clear rules, can contribute to a safer

    school environment.

    **## APAAnnotatedBibliographyTemplate.docx**

    2

    **Title of your Paper**

    Student Name

    School

    Course

    Prof. Name

    Date

    **1.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **2.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **3.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **4.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **5.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **6.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **7.Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **8. Citation:**

    **Summary:**

    **Evaluation:**

    **Reflection/Application:**

    **## Week5InstructionsforWritinganAnnotatedBibliographyMV.pdf**

    Instructions for Writing an Annotated Bibliography

    Include eight academic or peer-reviewed sources from reliable databases.

    Use APA 7th edition style for each citation.

    Citations should have a hanging indent (first line flush left, subsequent lines indented ½
    inch).

    Write an Annotation for Each Source

    Each Annotation should be a short paragraph (150–200 words max) and must include:

    Summary (5–6 sentences)

    State the main idea of the source.

    Identify its purpose, argument, or findings.

    Keep it objective and concise.

    Evaluation (4–5 sentences)

    Assess the credibility of the source (peer-reviewed? published by a reputable
    journal/university?).

    Reflection/Application (4–5 sentences)

    Explain how this source will help in your research.

    Connect it directly to your essay or project (supporting evidence, background,
    counterargument, etc.).

    EXAMPLE

    1.Sanchez, J. (2021). The role of technology in emergency preparedness for schools. Journal of

    Educational Policy, 45(3), 200–215. https://doi.org/10.1007/

    Annotation

    Summary (5–6 sentences)

    Sanchez explores the increasing role of technology in supporting school emergency

    preparedness plans. The article argues that mobile phones should be recognized as essential

    safety tools rather than distractions. Through case studies of schools in California and New York

    that experienced natural disasters, Sanchez demonstrates how cell phones allowed

    communication between students, parents, and emergency personnel. The author emphasizes that

    during lockdowns or evacuations, traditional landline systems often fail, making mobile

    communication vital. Sanchez also highlights how schools that had policies permitting controlled

    phone use were able to respond more effectively to crises compared to schools with strict bans.

    Overall, the article establishes a strong link between technological access and student safety.

    Evaluation (4–5 sentences):

    This article is published in a peer-reviewed journal, making it a credible academic source.

    It uses both statistical data and real-world case studies, which strengthens its validity and

    relevance. A limitation, however, is that the research focuses mostly on U.S. schools in

    earthquake-prone or disaster-heavy regions, which may not reflect conditions in every context.

    Additionally, the article does not fully address potential downsides of student phone use, such as

    distraction or misuse. Despite this, the source provides valuable evidence supporting the

    argument that schools must adopt policies to reflect technological realities.

    Reflection/Application (4–5 sentences)

    This source will be extremely useful in my essay because it directly supports my first

    body paragraph about safety in emergencies. Sanchez’s case studies provide concrete examples

    that strengthen my argument that phones are not simply optional accessories but essential tools

    for protection and communication. I also plan to use the article’s discussion of technology policy

    as background information to show how schools can responsibly regulate phones instead of

    banning them. Although the article does not discuss cheating or other negative behaviors, this

    gap gives me the opportunity to address counterarguments with additional sources. Overall, this

    article reinforces my claim that phones, when managed by clear rules, can contribute to a safer

    school environment.

    – 1
    – 2

  • [Solved] Hello, I have a 1 page summary that is due tomorrow. I will attach the documents

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    Can you please summarize the documents from the client's point of view? I will be speaking as the client. This is based off of Florida's law. \ AttorneyClientChecklist.pdf](https://www.sweetstudy.com/files/attorneyclientchecklist-pdf "AttorneyClientChecklist.pdf") \ CLIENTPROFILE.pdf](https://www….

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    Assignment Prompt & Instructions

    Can you please summarize the documents from the client's point of view? I will be speaking as the client. This is based off of Florida's law.
    \
    AttorneyClientChecklist.pdf](https://www.sweetstudy.com/files/attorneyclientchecklist-pdf "AttorneyClientChecklist.pdf")
    \
    CLIENTPROFILE.pdf](https://www.sweetstudy.com/files/clientprofile-pdf "CLIENTPROFILE.pdf")

  • [Solved] Age of consent

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    Executive Solution Overview

    Investigate the Age of Consent for Specific Activities in Different States – ## Resources1.docx – ## Assignment1.docx **## Resources1.docx** · **What Can Parents Do? A Review of State Laws Regarding Decision Making for Adolescent Drug Abuse and Mental Health Treatment** Kerwin, M. E., Kirby, K. C., …

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    Assignment Prompt & Instructions

    Investigate the Age of Consent for Specific Activities in Different States

    – ## Resources1.docx

    – ## Assignment1.docx

    **## Resources1.docx**

    ·
    **What Can Parents Do? A Review of State Laws Regarding Decision Making for Adolescent Drug Abuse and Mental Health Treatment**

    Kerwin, M. E., Kirby, K. C., Speziali, D., Duggan, M., Mellitz, C., Versek, B., & McNamara, A. (2015). What can parents do? A review of state laws regarding decision making for adolescent drug abuse and mental health treatment.
    _Journal of a Child & Adolescent Substance Abuse, 24_(3), 166–176.

    **This resource provides a comprehensive review of state laws regarding adolescent drug abuse and mental health treatment. This resource builds on an understanding of the legal frameworks and whether Jomeka could admit herself into the program in the specified states. This resource can be used to compare the age of consent laws for drug treatment in each state and determine the legal steps required for enrollment if Jomeka cannot self-enroll.**

    ·
    [**Protecting Adolescents' Right to Seek Treatment for Sexually Transmitted Diseases without Parental Consent: The Arizona Experience with Senate Bill 1309**](https://www.jstor.org/stable/41639507)

    Goodwin, K. D., Taylor, M. M., Brown, E. C. F., Winscott, M., Scanlon, M., Hodge, J. G., Mickey, T., & England, B. (2012). Protecting adolescents’ right to seek treatment for sexually transmitted diseases without parental consent: The Arizona experience with Senate Bill 1309.
    _Public Health Reports (1974-), 127_(3), 253–258.

    **This article discusses the legal and ethical issues surrounding adolescents' right to seek treatment without parental consent, offering valuable insights that can be applied to the discussion on drug treatment consent laws.**

    ·
    [**How Should Harm Reduction Strategies Differ for Adolescents and Adults?**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edb&AN=178262905&site=eds-live&scope=site&custid=natuniv)

    Heward, B. J., Yule, A. M., & Jackson, P. R. (2024). How should harm reduction strategies differ for adolescents and adults?
    _AMA Journal of Ethics, 26_(7), 534–545.

    **This resource addresses the differences in harm reduction strategies for adolescents and adults, focusing on ethical considerations. This resource can be used to discuss the ethical implications of allowing minors to enroll in drug treatment programs without parental consent, supported by literature on adolescent brain development and the mature minor exemption.**

    ·
    [**Adolescent Consent for Human Papillomavirus Vaccine: Ethical, Legal, and Practical Considerations**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0022347621000330)

    Zimet, G. D., Silverman, R. D., Bednarczyk, R. A., & English, A. (2021). Adolescent consent for Human Papillomavirus Vaccine: Ethical, legal, and practical considerations.
    _The Journal of Pediatrics, 231,_ 24–30.

    **This article explores the ethical, legal, and practical considerations of adolescent consent for medical treatment. It provides a thorough review of the mature minor doctrine, and the ethical principles involved, which can be directly applied to the case of Jomeka and her ability to consent to drug treatment. It provides a thorough review of the mature minor doctrine, and the ethical principles involved, which can be directly applied to the case of Jomeka and her ability to consent to drug treatment.**

    **## Assignment1.docx**

    **Age of Consent**

    According to the 2014 SAMHSA survey, 26,500,000 individuals, aged 12 or older, experienced substance abuse or dependence. As cited in Kerwin et al. (2015), the 2010 SAMSHA reports indicate that about 1.8 million 12 to 17-year-olds in the United States needed treatment for an alcohol or illicit drug use problem. However, only a small number receive treatment. To increase the treatment rate, Kerwin et al. (2015) describes how some states decided to give minors more control over their health care decisions as a way of improving their response to treatment. To do this, states have provided minors the opportunity to consent for treatment for several medical issues. These include pregnancy, sexually transmitted diseases, psychiatric disorders, and drug and alcohol issues.

    One very controversial issue is abortion, which was legalized by the U.S. Supreme Court in January 1973. However, that decision did not establish a procedure that minors could use to obtain an abortion without parental consent. In 1979, the court ruled that it was up to the states to determine whether minors were required to obtain consent of a parent before terminating their pregnancy. However, even in those states that required parental consent, minors could petition the court for permission to bypass parental consent or notification (Altindag & Joyce, 2017). In the U.S., this has been interpreted as providing physicians the right to treat ‘mature minors’: young people who have left home or who have drug, alcohol, or sexual problems and who want to be treated without their parents’ knowledge (Alderson, 2007).

    The mature minor exception was developed to meet the problem of obtaining consent in medical emergencies and semi-emergencies. This approach enabled physicians to provide treatment when the parents or guardians could not be immediately contacted. Sometime later, the mature minor exception was expanded to allow consent by minors for abortion and/or for general medical interventions (Partridge, 2013).

    In California, a minor who is 12 years of age or older may consent to mental health and drug treatment (Kerwin et al., 2015). However, can a 12-year-old make an informed decision to terminate a pregnancy? The American Academy of Pediatrics (AAP) has concluded, based on its research, that most 14-17-year-old adolescents are as competent as adults to provide consent to abortion. They are considered capable enough to weigh the risks and benefits and review options, allowing them to make decisions independently.

    Alderson, P. (2007). Competent children? Minors’ consent to health care treatment and research. Social Science & Medicine, 65(11), 2272-2283.

    Altindag, O., & Joyce, T. (2017). Judicial bypass for minors seeking abortions in Arkansas versus other states. American Journal of Public Health, 107(8), 1266-1271.

    Dickens, B., & Cook, R. (2005). Ethical and legal issues in reproductive health: Adolescents and consent to treatment. International Journal of Gynecology and Obstetrics Is, 89(2), 179-184.

    Kerwin, M. E., Kirby, K. C., Speziali, D., Duggan, M., Mellitz, C., Versek, B., & McNamara, A. (2015). What can parents do? A review of state laws regarding decision making for adolescent drug abuse and mental health treatment. Journal of Child & Adolescent Substance Abuse, 24(3), 166-176.

    National Center for Youth Law. (n.d.).
    [https://youthlaw.org/](https://youthlaw.org/)

    American College of Pediatricians. (2015). Parental notification/consent for treatment of the adolescent. Issues in Law & Medicine, 30(1), 99-105.

    Partridge, B. C. (2013). The mature minor: Some critical psychological reflections on the empirical bases. Journal of Medicine & Philosophy, 38(3), 283-299.

    SAMHSA, Center for Behavioral Health Statistics and Quality, National Survey on Drug Use and Health, 2013 and 2014.
    [https://www.samhsa.gov/](https://www.samhsa.gov/)

    **Age of Consent**

    Internationally, the legal age of consent to treatment varies considerably between countries from 12 to 19 years. According to a summary by Alderson (2007), Anglo-American law recognizes that ‘Every human being of adult years and sound mind has the right to determine what shall be done with his own body.’ For children, this was adapted to a child who ‘achieves a sufficient understanding and intelligence to enable him or her to understand fully what is proposed’ and has ‘sufficient discretion to enable him or her to make a wise choice on his or her own.

    Lallemont, Mastroianni, and Wickizer, (2009) conducted a survey of statutes, regulations, and legal cases in the 50 states and the District of Columbia. They surveyed the comparative authority of parents and minors to make substance abuse treatment decisions. They found some states deferred to the minor while others to the parent, while some did not provide the necessary clarification. Kerwin et al. (2015) concluded that many states have provided minors the opportunity to consent for treatment for several medical issues. Included are pregnancy, sexually transmitted diseases, psychiatric disorders, and drug and alcohol issues. For your protection and that of youth with whom you are involved with in your role as a parent, teacher, or anyone working in the helping professions, it is important for you to know and understand the laws and regulations of your state.

    References

    Alderson, P. (2007). Competent children? Minors’ consent to health care treatment and research. Social Science & Medicine, 65(11), 2272-2283.

    Kerwin, M. E., Kirby, K. C., Speziali, D., Duggan, M., Mellitz, C., Versek, B., & McNamara, A. (2015). What can parents do? A review of state laws regarding decision making for adolescent drug abuse and mental health treatment. Journal of Child & Adolescent Substance Abuse, 24(3), 166-176.

    Lallemont, T., Mastroianni, A., & Wickizer, T. M. (2009). Original article: Decision-making authority and substance abuse treatment for adolescents: A survey of state laws. Journal of Adolescent Health, 44(4), 323-334.

    **Instructions**

    In this assignment, compare the age of consent laws for drug treatment in your state (you can use NY) and four of the following states: Alabama, California, Utah, South Carolina, and North Carolina. Then, review the following scenario:

    Jomeka is 15 years old. She has been smoking marijuana since she was 12, but now her friends are pressuring her to try cocaine. She is frightened. She does not feel she can tell her mother, since her mother has no idea that she has been using marijuana for the past three years. One of her friends has been attending a drug and alcohol outpatient program. You are the director of that program.

    Prepare an analysis that addresses the following:

    Self-Admission: Explain whether Jomeka could admit herself into the program. Include a response for each of the states listed above for a total of five results.

    Enrollment Steps: Determine which steps you might take to enroll her into the program if she cannot enroll herself.

    Ethical Considerations: Discuss the ethics of allowing a minor to enroll herself into a drug program without parental consent, which is allowed in some states. In your discussion, review and cite relevant literature on brain development and the mature minor exemption. Be sure to consider aspects such as autonomy, parental rights, the best interests of the child, and confidentiality.

    References: Support your assignment with at least three peer-reviewed scholarly articles. In addition to these specified resources, other appropriate scholarly resources may be included. Credible websites such as .org, .mil, .gov, and .edu are acceptable, however, cannot serve as primary sources to support this assignment.

    Length: 4-6 pages, not including title and reference pages

    Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards, 7TH edition.

    **## Assignment1.docx**

    **Age of Consent**

    According to the 2014 SAMHSA survey, 26,500,000 individuals, aged 12 or older, experienced substance abuse or dependence. As cited in Kerwin et al. (2015), the 2010 SAMSHA reports indicate that about 1.8 million 12 to 17-year-olds in the United States needed treatment for an alcohol or illicit drug use problem. However, only a small number receive treatment. To increase the treatment rate, Kerwin et al. (2015) describes how some states decided to give minors more control over their health care decisions as a way of improving their response to treatment. To do this, states have provided minors the opportunity to consent for treatment for several medical issues. These include pregnancy, sexually transmitted diseases, psychiatric disorders, and drug and alcohol issues.

    One very controversial issue is abortion, which was legalized by the U.S. Supreme Court in January 1973. However, that decision did not establish a procedure that minors could use to obtain an abortion without parental consent. In 1979, the court ruled that it was up to the states to determine whether minors were required to obtain consent of a parent before terminating their pregnancy. However, even in those states that required parental consent, minors could petition the court for permission to bypass parental consent or notification (Altindag & Joyce, 2017). In the U.S., this has been interpreted as providing physicians the right to treat ‘mature minors’: young people who have left home or who have drug, alcohol, or sexual problems and who want to be treated without their parents’ knowledge (Alderson, 2007).

    The mature minor exception was developed to meet the problem of obtaining consent in medical emergencies and semi-emergencies. This approach enabled physicians to provide treatment when the parents or guardians could not be immediately contacted. Sometime later, the mature minor exception was expanded to allow consent by minors for abortion and/or for general medical interventions (Partridge, 2013).

    In California, a minor who is 12 years of age or older may consent to mental health and drug treatment (Kerwin et al., 2015). However, can a 12-year-old make an informed decision to terminate a pregnancy? The American Academy of Pediatrics (AAP) has concluded, based on its research, that most 14-17-year-old adolescents are as competent as adults to provide consent to abortion. They are considered capable enough to weigh the risks and benefits and review options, allowing them to make decisions independently.

    Alderson, P. (2007). Competent children? Minors’ consent to health care treatment and research. Social Science & Medicine, 65(11), 2272-2283.

    Altindag, O., & Joyce, T. (2017). Judicial bypass for minors seeking abortions in Arkansas versus other states. American Journal of Public Health, 107(8), 1266-1271.

    Dickens, B., & Cook, R. (2005). Ethical and legal issues in reproductive health: Adolescents and consent to treatment. International Journal of Gynecology and Obstetrics Is, 89(2), 179-184.

    Kerwin, M. E., Kirby, K. C., Speziali, D., Duggan, M., Mellitz, C., Versek, B., & McNamara, A. (2015). What can parents do? A review of state laws regarding decision making for adolescent drug abuse and mental health treatment. Journal of Child & Adolescent Substance Abuse, 24(3), 166-176.

    National Center for Youth Law. (n.d.).
    [https://youthlaw.org/](https://youthlaw.org/)

    American College of Pediatricians. (2015). Parental notification/consent for treatment of the adolescent. Issues in Law & Medicine, 30(1), 99-105.

    Partridge, B. C. (2013). The mature minor: Some critical psychological reflections on the empirical bases. Journal of Medicine & Philosophy, 38(3), 283-299.

    SAMHSA, Center for Behavioral Health Statistics and Quality, National Survey on Drug Use and Health, 2013 and 2014.
    [https://www.samhsa.gov/](https://www.samhsa.gov/)

    **Age of Consent**

    Internationally, the legal age of consent to treatment varies considerably between countries from 12 to 19 years. According to a summary by Alderson (2007), Anglo-American law recognizes that ‘Every human being of adult years and sound mind has the right to determine what shall be done with his own body.’ For children, this was adapted to a child who ‘achieves a sufficient understanding and intelligence to enable him or her to understand fully what is proposed’ and has ‘sufficient discretion to enable him or her to make a wise choice on his or her own.

    Lallemont, Mastroianni, and Wickizer, (2009) conducted a survey of statutes, regulations, and legal cases in the 50 states and the District of Columbia. They surveyed the comparative authority of parents and minors to make substance abuse treatment decisions. They found some states deferred to the minor while others to the parent, while some did not provide the necessary clarification. Kerwin et al. (2015) concluded that many states have provided minors the opportunity to consent for treatment for several medical issues. Included are pregnancy, sexually transmitted diseases, psychiatric disorders, and drug and alcohol issues. For your protection and that of youth with whom you are involved with in your role as a parent, teacher, or anyone working in the helping professions, it is important for you to know and understand the laws and regulations of your state.

    References

    Alderson, P. (2007). Competent children? Minors’ consent to health care treatment and research. Social Science & Medicine, 65(11), 2272-2283.

    Kerwin, M. E., Kirby, K. C., Speziali, D., Duggan, M., Mellitz, C., Versek, B., & McNamara, A. (2015). What can parents do? A review of state laws regarding decision making for adolescent drug abuse and mental health treatment. Journal of Child & Adolescent Substance Abuse, 24(3), 166-176.

    Lallemont, T., Mastroianni, A., & Wickizer, T. M. (2009). Original article: Decision-making authority and substance abuse treatment for adolescents: A survey of state laws. Journal of Adolescent Health, 44(4), 323-334.

    **Instructions**

    In this assignment, compare the age of consent laws for drug treatment in your state (you can use NY) and four of the following states: Alabama, California, Utah, South Carolina, and North Carolina. Then, review the following scenario:

    Jomeka is 15 years old. She has been smoking marijuana since she was 12, but now her friends are pressuring her to try cocaine. She is frightened. She does not feel she can tell her mother, since her mother has no idea that she has been using marijuana for the past three years. One of her friends has been attending a drug and alcohol outpatient program. You are the director of that program.

    Prepare an analysis that addresses the following:

    Self-Admission: Explain whether Jomeka could admit herself into the program. Include a response for each of the states listed above for a total of five results.

    Enrollment Steps: Determine which steps you might take to enroll her into the program if she cannot enroll herself.

    Ethical Considerations: Discuss the ethics of allowing a minor to enroll herself into a drug program without parental consent, which is allowed in some states. In your discussion, review and cite relevant literature on brain development and the mature minor exemption. Be sure to consider aspects such as autonomy, parental rights, the best interests of the child, and confidentiality.

    References: Support your assignment with at least three peer-reviewed scholarly articles. In addition to these specified resources, other appropriate scholarly resources may be included. Credible websites such as .org, .mil, .gov, and .edu are acceptable, however, cannot serve as primary sources to support this assignment.

    Length: 4-6 pages, not including title and reference pages

    Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards, 7TH edition.

    **## Resources1.docx**

    ·
    **What Can Parents Do? A Review of State Laws Regarding Decision Making for Adolescent Drug Abuse and Mental Health Treatment**

    Kerwin, M. E., Kirby, K. C., Speziali, D., Duggan, M., Mellitz, C., Versek, B., & McNamara, A. (2015). What can parents do? A review of state laws regarding decision making for adolescent drug abuse and mental health treatment.
    _Journal of a Child & Adolescent Substance Abuse, 24_(3), 166–176.

    **This resource provides a comprehensive review of state laws regarding adolescent drug abuse and mental health treatment. This resource builds on an understanding of the legal frameworks and whether Jomeka could admit herself into the program in the specified states. This resource can be used to compare the age of consent laws for drug treatment in each state and determine the legal steps required for enrollment if Jomeka cannot self-enroll.**

    ·
    [**Protecting Adolescents' Right to Seek Treatment for Sexually Transmitted Diseases without Parental Consent: The Arizona Experience with Senate Bill 1309**](https://www.jstor.org/stable/41639507)

    Goodwin, K. D., Taylor, M. M., Brown, E. C. F., Winscott, M., Scanlon, M., Hodge, J. G., Mickey, T., & England, B. (2012). Protecting adolescents’ right to seek treatment for sexually transmitted diseases without parental consent: The Arizona experience with Senate Bill 1309.
    _Public Health Reports (1974-), 127_(3), 253–258.

    **This article discusses the legal and ethical issues surrounding adolescents' right to seek treatment without parental consent, offering valuable insights that can be applied to the discussion on drug treatment consent laws.**

    ·
    [**How Should Harm Reduction Strategies Differ for Adolescents and Adults?**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edb&AN=178262905&site=eds-live&scope=site&custid=natuniv)

    Heward, B. J., Yule, A. M., & Jackson, P. R. (2024). How should harm reduction strategies differ for adolescents and adults?
    _AMA Journal of Ethics, 26_(7), 534–545.

    **This resource addresses the differences in harm reduction strategies for adolescents and adults, focusing on ethical considerations. This resource can be used to discuss the ethical implications of allowing minors to enroll in drug treatment programs without parental consent, supported by literature on adolescent brain development and the mature minor exemption.**

    ·
    [**Adolescent Consent for Human Papillomavirus Vaccine: Ethical, Legal, and Practical Considerations**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0022347621000330)

    Zimet, G. D., Silverman, R. D., Bednarczyk, R. A., & English, A. (2021). Adolescent consent for Human Papillomavirus Vaccine: Ethical, legal, and practical considerations.
    _The Journal of Pediatrics, 231,_ 24–30.

    **This article explores the ethical, legal, and practical considerations of adolescent consent for medical treatment. It provides a thorough review of the mature minor doctrine, and the ethical principles involved, which can be directly applied to the case of Jomeka and her ability to consent to drug treatment. It provides a thorough review of the mature minor doctrine, and the ethical principles involved, which can be directly applied to the case of Jomeka and her ability to consent to drug treatment.**

    **## Assignment1.docx**

    **Age of Consent**

    According to the 2014 SAMHSA survey, 26,500,000 individuals, aged 12 or older, experienced substance abuse or dependence. As cited in Kerwin et al. (2015), the 2010 SAMSHA reports indicate that about 1.8 million 12 to 17-year-olds in the United States needed treatment for an alcohol or illicit drug use problem. However, only a small number receive treatment. To increase the treatment rate, Kerwin et al. (2015) describes how some states decided to give minors more control over their health care decisions as a way of improving their response to treatment. To do this, states have provided minors the opportunity to consent for treatment for several medical issues. These include pregnancy, sexually transmitted diseases, psychiatric disorders, and drug and alcohol issues.

    One very controversial issue is abortion, which was legalized by the U.S. Supreme Court in January 1973. However, that decision did not establish a procedure that minors could use to obtain an abortion without parental consent. In 1979, the court ruled that it was up to the states to determine whether minors were required to obtain consent of a parent before terminating their pregnancy. However, even in those states that required parental consent, minors could petition the court for permission to bypass parental consent or notification (Altindag & Joyce, 2017). In the U.S., this has been interpreted as providing physicians the right to treat ‘mature minors’: young people who have left home or who have drug, alcohol, or sexual problems and who want to be treated without their parents’ knowledge (Alderson, 2007).

    The mature minor exception was developed to meet the problem of obtaining consent in medical emergencies and semi-emergencies. This approach enabled physicians to provide treatment when the parents or guardians could not be immediately contacted. Sometime later, the mature minor exception was expanded to allow consent by minors for abortion and/or for general medical interventions (Partridge, 2013).

    In California, a minor who is 12 years of age or older may consent to mental health and drug treatment (Kerwin et al., 2015). However, can a 12-year-old make an informed decision to terminate a pregnancy? The American Academy of Pediatrics (AAP) has concluded, based on its research, that most 14-17-year-old adolescents are as competent as adults to provide consent to abortion. They are considered capable enough to weigh the risks and benefits and review options, allowing them to make decisions independently.

    Alderson, P. (2007). Competent children? Minors’ consent to health care treatment and research. Social Science & Medicine, 65(11), 2272-2283.

    Altindag, O., & Joyce, T. (2017). Judicial bypass for minors seeking abortions in Arkansas versus other states. American Journal of Public Health, 107(8), 1266-1271.

    Dickens, B., & Cook, R. (2005). Ethical and legal issues in reproductive health: Adolescents and consent to treatment. International Journal of Gynecology and Obstetrics Is, 89(2), 179-184.

    Kerwin, M. E., Kirby, K. C., Speziali, D., Duggan, M., Mellitz, C., Versek, B., & McNamara, A. (2015). What can parents do? A review of state laws regarding decision making for adolescent drug abuse and mental health treatment. Journal of Child & Adolescent Substance Abuse, 24(3), 166-176.

    National Center for Youth Law. (n.d.).
    [https://youthlaw.org/](https://youthlaw.org/)

    American College of Pediatricians. (2015). Parental notification/consent for treatment of the adolescent. Issues in Law & Medicine, 30(1), 99-105.

    Partridge, B. C. (2013). The mature minor: Some critical psychological reflections on the empirical bases. Journal of Medicine & Philosophy, 38(3), 283-299.

    SAMHSA, Center for Behavioral Health Statistics and Quality, National Survey on Drug Use and Health, 2013 and 2014.
    [https://www.samhsa.gov/](https://www.samhsa.gov/)

    **Age of Consent**

    Internationally, the legal age of consent to treatment varies considerably between countries from 12 to 19 years. According to a summary by Alderson (2007), Anglo-American law recognizes that ‘Every human being of adult years and sound mind has the right to determine what shall be done with his own body.’ For children, this was adapted to a child who ‘achieves a sufficient understanding and intelligence to enable him or her to understand fully what is proposed’ and has ‘sufficient discretion to enable him or her to make a wise choice on his or her own.

    Lallemont, Mastroianni, and Wickizer, (2009) conducted a survey of statutes, regulations, and legal cases in the 50 states and the District of Columbia. They surveyed the comparative authority of parents and minors to make substance abuse treatment decisions. They found some states deferred to the minor while others to the parent, while some did not provide the necessary clarification. Kerwin et al. (2015) concluded that many states have provided minors the opportunity to consent for treatment for several medical issues. Included are pregnancy, sexually transmitted diseases, psychiatric disorders, and drug and alcohol issues. For your protection and that of youth with whom you are involved with in your role as a parent, teacher, or anyone working in the helping professions, it is important for you to know and understand the laws and regulations of your state.

    References

    Alderson, P. (2007). Competent children? Minors’ consent to health care treatment and research. Social Science & Medicine, 65(11), 2272-2283.

    Kerwin, M. E., Kirby, K. C., Speziali, D., Duggan, M., Mellitz, C., Versek, B., & McNamara, A. (2015). What can parents do? A review of state laws regarding decision making for adolescent drug abuse and mental health treatment. Journal of Child & Adolescent Substance Abuse, 24(3), 166-176.

    Lallemont, T., Mastroianni, A., & Wickizer, T. M. (2009). Original article: Decision-making authority and substance abuse treatment for adolescents: A survey of state laws. Journal of Adolescent Health, 44(4), 323-334.

    **Instructions**

    In this assignment, compare the age of consent laws for drug treatment in your state (you can use NY) and four of the following states: Alabama, California, Utah, South Carolina, and North Carolina. Then, review the following scenario:

    Jomeka is 15 years old. She has been smoking marijuana since she was 12, but now her friends are pressuring her to try cocaine. She is frightened. She does not feel she can tell her mother, since her mother has no idea that she has been using marijuana for the past three years. One of her friends has been attending a drug and alcohol outpatient program. You are the director of that program.

    Prepare an analysis that addresses the following:

    Self-Admission: Explain whether Jomeka could admit herself into the program. Include a response for each of the states listed above for a total of five results.

    Enrollment Steps: Determine which steps you might take to enroll her into the program if she cannot enroll herself.

    Ethical Considerations: Discuss the ethics of allowing a minor to enroll herself into a drug program without parental consent, which is allowed in some states. In your discussion, review and cite relevant literature on brain development and the mature minor exemption. Be sure to consider aspects such as autonomy, parental rights, the best interests of the child, and confidentiality.

    References: Support your assignment with at least three peer-reviewed scholarly articles. In addition to these specified resources, other appropriate scholarly resources may be included. Credible websites such as .org, .mil, .gov, and .edu are acceptable, however, cannot serve as primary sources to support this assignment.

    Length: 4-6 pages, not including title and reference pages

    Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards, 7TH edition.

    **## Resources1.docx**

    ·
    **What Can Parents Do? A Review of State Laws Regarding Decision Making for Adolescent Drug Abuse and Mental Health Treatment**

    Kerwin, M. E., Kirby, K. C., Speziali, D., Duggan, M., Mellitz, C., Versek, B., & McNamara, A. (2015). What can parents do? A review of state laws regarding decision making for adolescent drug abuse and mental health treatment.
    _Journal of a Child & Adolescent Substance Abuse, 24_(3), 166–176.

    **This resource provides a comprehensive review of state laws regarding adolescent drug abuse and mental health treatment. This resource builds on an understanding of the legal frameworks and whether Jomeka could admit herself into the program in the specified states. This resource can be used to compare the age of consent laws for drug treatment in each state and determine the legal steps required for enrollment if Jomeka cannot self-enroll.**

    ·
    [**Protecting Adolescents' Right to Seek Treatment for Sexually Transmitted Diseases without Parental Consent: The Arizona Experience with Senate Bill 1309**](https://www.jstor.org/stable/41639507)

    Goodwin, K. D., Taylor, M. M., Brown, E. C. F., Winscott, M., Scanlon, M., Hodge, J. G., Mickey, T., & England, B. (2012). Protecting adolescents’ right to seek treatment for sexually transmitted diseases without parental consent: The Arizona experience with Senate Bill 1309.
    _Public Health Reports (1974-), 127_(3), 253–258.

    **This article discusses the legal and ethical issues surrounding adolescents' right to seek treatment without parental consent, offering valuable insights that can be applied to the discussion on drug treatment consent laws.**

    ·
    [**How Should Harm Reduction Strategies Differ for Adolescents and Adults?**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edb&AN=178262905&site=eds-live&scope=site&custid=natuniv)

    Heward, B. J., Yule, A. M., & Jackson, P. R. (2024). How should harm reduction strategies differ for adolescents and adults?
    _AMA Journal of Ethics, 26_(7), 534–545.

    **This resource addresses the differences in harm reduction strategies for adolescents and adults, focusing on ethical considerations. This resource can be used to discuss the ethical implications of allowing minors to enroll in drug treatment programs without parental consent, supported by literature on adolescent brain development and the mature minor exemption.**

    ·
    [**Adolescent Consent for Human Papillomavirus Vaccine: Ethical, Legal, and Practical Considerations**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0022347621000330)

    Zimet, G. D., Silverman, R. D., Bednarczyk, R. A., & English, A. (2021). Adolescent consent for Human Papillomavirus Vaccine: Ethical, legal, and practical considerations.
    _The Journal of Pediatrics, 231,_ 24–30.

    **This article explores the ethical, legal, and practical considerations of adolescent consent for medical treatment. It provides a thorough review of the mature minor doctrine, and the ethical principles involved, which can be directly applied to the case of Jomeka and her ability to consent to drug treatment. It provides a thorough review of the mature minor doctrine, and the ethical principles involved, which can be directly applied to the case of Jomeka and her ability to consent to drug treatment.**

    **## Assignment1.docx**

    **Age of Consent**

    According to the 2014 SAMHSA survey, 26,500,000 individuals, aged 12 or older, experienced substance abuse or dependence. As cited in Kerwin et al. (2015), the 2010 SAMSHA reports indicate that about 1.8 million 12 to 17-year-olds in the United States needed treatment for an alcohol or illicit drug use problem. However, only a small number receive treatment. To increase the treatment rate, Kerwin et al. (2015) describes how some states decided to give minors more control over their health care decisions as a way of improving their response to treatment. To do this, states have provided minors the opportunity to consent for treatment for several medical issues. These include pregnancy, sexually transmitted diseases, psychiatric disorders, and drug and alcohol issues.

    One very controversial issue is abortion, which was legalized by the U.S. Supreme Court in January 1973. However, that decision did not establish a procedure that minors could use to obtain an abortion without parental consent. In 1979, the court ruled that it was up to the states to determine whether minors were required to obtain consent of a parent before terminating their pregnancy. However, even in those states that required parental consent, minors could petition the court for permission to bypass parental consent or notification (Altindag & Joyce, 2017). In the U.S., this has been interpreted as providing physicians the right to treat ‘mature minors’: young people who have left home or who have drug, alcohol, or sexual problems and who want to be treated without their parents’ knowledge (Alderson, 2007).

    The mature minor exception was developed to meet the problem of obtaining consent in medical emergencies and semi-emergencies. This approach enabled physicians to provide treatment when the parents or guardians could not be immediately contacted. Sometime later, the mature minor exception was expanded to allow consent by minors for abortion and/or for general medical interventions (Partridge, 2013).

    In California, a minor who is 12 years of age or older may consent to mental health and drug treatment (Kerwin et al., 2015). However, can a 12-year-old make an informed decision to terminate a pregnancy? The American Academy of Pediatrics (AAP) has concluded, based on its research, that most 14-17-year-old adolescents are as competent as adults to provide consent to abortion. They are considered capable enough to weigh the risks and benefits and review options, allowing them to make decisions independently.

    Alderson, P. (2007). Competent children? Minors’ consent to health care treatment and research. Social Science & Medicine, 65(11), 2272-2283.

    Altindag, O., & Joyce, T. (2017). Judicial bypass for minors seeking abortions in Arkansas versus other states. American Journal of Public Health, 107(8), 1266-1271.

    Dickens, B., & Cook, R. (2005). Ethical and legal issues in reproductive health: Adolescents and consent to treatment. International Journal of Gynecology and Obstetrics Is, 89(2), 179-184.

    Kerwin, M. E., Kirby, K. C., Speziali, D., Duggan, M., Mellitz, C., Versek, B., & McNamara, A. (2015). What can parents do? A review of state laws regarding decision making for adolescent drug abuse and mental health treatment. Journal of Child & Adolescent Substance Abuse, 24(3), 166-176.

    National Center for Youth Law. (n.d.).
    [https://youthlaw.org/](https://youthlaw.org/)

    American College of Pediatricians. (2015). Parental notification/consent for treatment of the adolescent. Issues in Law & Medicine, 30(1), 99-105.

    Partridge, B. C. (2013). The mature minor: Some critical psychological reflections on the empirical bases. Journal of Medicine & Philosophy, 38(3), 283-299.

    SAMHSA, Center for Behavioral Health Statistics and Quality, National Survey on Drug Use and Health, 2013 and 2014.
    [https://www.samhsa.gov/](https://www.samhsa.gov/)

    **Age of Consent**

    Internationally, the legal age of consent to treatment varies considerably between countries from 12 to 19 years. According to a summary by Alderson (2007), Anglo-American law recognizes that ‘Every human being of adult years and sound mind has the right to determine what shall be done with his own body.’ For children, this was adapted to a child who ‘achieves a sufficient understanding and intelligence to enable him or her to understand fully what is proposed’ and has ‘sufficient discretion to enable him or her to make a wise choice on his or her own.

    Lallemont, Mastroianni, and Wickizer, (2009) conducted a survey of statutes, regulations, and legal cases in the 50 states and the District of Columbia. They surveyed the comparative authority of parents and minors to make substance abuse treatment decisions. They found some states deferred to the minor while others to the parent, while some did not provide the necessary clarification. Kerwin et al. (2015) concluded that many states have provided minors the opportunity to consent for treatment for several medical issues. Included are pregnancy, sexually transmitted diseases, psychiatric disorders, and drug and alcohol issues. For your protection and that of youth with whom you are involved with in your role as a parent, teacher, or anyone working in the helping professions, it is important for you to know and understand the laws and regulations of your state.

    References

    Alderson, P. (2007). Competent children? Minors’ consent to health care treatment and research. Social Science & Medicine, 65(11), 2272-2283.

    Kerwin, M. E., Kirby, K. C., Speziali, D., Duggan, M., Mellitz, C., Versek, B., & McNamara, A. (2015). What can parents do? A review of state laws regarding decision making for adolescent drug abuse and mental health treatment. Journal of Child & Adolescent Substance Abuse, 24(3), 166-176.

    Lallemont, T., Mastroianni, A., & Wickizer, T. M. (2009). Original article: Decision-making authority and substance abuse treatment for adolescents: A survey of state laws. Journal of Adolescent Health, 44(4), 323-334.

    **Instructions**

    In this assignment, compare the age of consent laws for drug treatment in your state (you can use NY) and four of the following states: Alabama, California, Utah, South Carolina, and North Carolina. Then, review the following scenario:

    Jomeka is 15 years old. She has been smoking marijuana since she was 12, but now her friends are pressuring her to try cocaine. She is frightened. She does not feel she can tell her mother, since her mother has no idea that she has been using marijuana for the past three years. One of her friends has been attending a drug and alcohol outpatient program. You are the director of that program.

    Prepare an analysis that addresses the following:

    Self-Admission: Explain whether Jomeka could admit herself into the program. Include a response for each of the states listed above for a total of five results.

    Enrollment Steps: Determine which steps you might take to enroll her into the program if she cannot enroll herself.

    Ethical Considerations: Discuss the ethics of allowing a minor to enroll herself into a drug program without parental consent, which is allowed in some states. In your discussion, review and cite relevant literature on brain development and the mature minor exemption. Be sure to consider aspects such as autonomy, parental rights, the best interests of the child, and confidentiality.

    References: Support your assignment with at least three peer-reviewed scholarly articles. In addition to these specified resources, other appropriate scholarly resources may be included. Credible websites such as .org, .mil, .gov, and .edu are acceptable, however, cannot serve as primary sources to support this assignment.

    Length: 4-6 pages, not including title and reference pages

    Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards, 7TH edition.

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