"How Do I Tell My Children I Have Cancer?" Disclosing a Cancer Diagnosis to School-Aged Children: A Qualitative Study.

IF 1.2 0 HUMANITIES, MULTIDISCIPLINARY

Journal of Medical Humanities Pub Date : 2025-05-09 DOI:10.1007/s10912-025-09949-2

Vaida Kazlauskaite, Brandon Eddy, Tai Mendenhall, Jacqueline LaPlant-Braughton

引用次数: 0

Abstract

Parents who are diagnosed with cancer are faced with difficult decisions related to how, when, and how much to tell their children. Most literature supporting such parents focuses on communication processes after the cancer is disclosed. Knowledge about processes that parents go through to prepare for disclosure conversations with their children is scarce. Semi-structured interviews were conducted with ten participants who were diagnosed with breast cancer. Mothers described how they prepared for the disclosure conversation, ways that cancer was discussed with their children, and what factors would help them in this process. Implications for clinical and medical providers are presented and discussed.

查看原文本刊更多论文

“如何告诉我的孩子我得了癌症？”向学龄儿童披露癌症诊断：一项定性研究。

被诊断患有癌症的父母面临着艰难的决定，包括如何、何时以及告诉孩子多少。大多数支持这种父母的文献关注的是癌症被披露后的沟通过程。关于父母准备与孩子进行开诚布公的对话所经历的过程的知识很少。对10名被诊断患有乳腺癌的参与者进行了半结构化访谈。母亲们描述了她们是如何为公开谈话做准备的，与孩子讨论癌症的方式，以及在这个过程中哪些因素会对她们有所帮助。对临床和医疗服务提供者的影响提出和讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Medical Humanities HUMANITIES, MULTIDISCIPLINARY-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Journal of Medical Humanities publishes original papers that reflect its enlarged focus on interdisciplinary inquiry in medicine and medical education. Such inquiry can emerge in the following ways: (1) from the medical humanities, which includes literature, history, philosophy, and bioethics as well as those areas of the social and behavioral sciences that have strong humanistic traditions; (2) from cultural studies, a multidisciplinary activity involving the humanities; women''s, African-American, and other critical studies; media studies and popular culture; and sociology and anthropology, which can be used to examine medical institutions, practice and education with a special focus on relations of power; and (3) from pedagogical perspectives that elucidate what and how knowledge is made and valued in medicine, how that knowledge is expressed and transmitted, and the ideological basis of medical education.