Psychological Preparation for Chemotherapy in Children: A Review of Psychosocial Interventions in Pediatric Oncology

Abstract

Childhood cancer and its treatment procedures, particularly chemotherapy, are associated with substantial psychological distress among children and their families. Repeated hospitalisation, invasive procedures, uncertainty regarding prognosis, and disruption of normal developmental experiences contribute to anxiety, emotional dysregulation, behavioural distress, and reduced treatment cooperation. Increasing attention has therefore been directed toward integrating psychosocial care within pediatric oncology settings. The present narrative review aims to examine the role of psychological preparation in reducing treatment-related distress among children undergoing chemotherapy and to explore psychosocial interventions that facilitate emotional adjustment, coping, procedural cooperation, and psychosocial well-being. The study was conducted using empirical studies, clinical reports, theoretical papers, and psychosocial oncology literature retrieved from PubMed, Google Scholar, PsycINFO, and Scopus databases. Literature related to childhood cancer, psychological preparation, pediatric psycho-oncology, procedural anxiety, and psychosocial interventions published between 1997 and 2025 was reviewed and thematically synthesised. The review indicates that psychosocial interventions such as play therapy, medical play, cognitive-behavioural approaches, behavioural rehearsal, distraction techniques, art therapy, music therapy, clown therapy, and parent-focused interventions may significantly reduce procedural anxiety and improve emotional coping among children undergoing chemotherapy. The findings additionally emphasise the importance of developmental sensitivity, family-centred care, trauma-informed practice, and culturally responsive psychosocial interventions within pediatric oncology settings. Psychological preparation represents an important component of holistic pediatric oncology care. Integrating structured psychosocial interventions into chemotherapy settings may improve emotional regulation, treatment adherence, procedural cooperation, and long-term psychosocial adjustment among children with cancer and their families.