Table 2 Example of the analysis process

“I think it is a joke when my mom says it, it is more believable to hear the disease from the doctor.” (11-year-old child)

Need to communicate with the most appropriate person: Perceptions of children and parents that they need to communicate with the most appropriate person

How to tell

Beginning to cope

“If the doctors tell us about the disease, we can ask them. Even if I did not understand something, they would answer us. If parents tell something to their children, we are affected by our own thoughts. However, the doctor will tell children about the diseases directly. If we do not know, they can answer it. I was convinced by looking at my younger child’s attitude.” (Parent of a 13-year-old child)

“The cartoon is interesting. For example, it is easy to understand abrasions. If you get hurt, the white blood cells kill the bacteria, the platelets come, and the fibrin seals it up. I think it is very understandable. (At diagnosis) It was not easy to understand the disease. But if there was a “Cells at Work (cartoon)” at that time, I think I could understand.” (9-year-old child)

Use communication tools with pictures and stories: perceptions of children and parents who need tools to communicate leukemia-related information

“I have the picture books at home. There are some picture books, and one of the books is drawn about bone illness. So I think it’s better to make a picture book about leukemia.” (8-year-old child)

“It is essential to say that this (cancer) attacks or changes using the pictures. We can see it in the picture. If you are an adult, you will draw a picture in your head when you think about leukemia. But children cannot do that. Even my younger child could understand the name of the disease and my older child’s condition.” (Parent of a 13-year-old child)