Problem statement: Emotion regulation in children with Leukemia actively undergoing achemotherapy program has distinctive forms of regulation in the research on different cultures.Furthermore, the capability of children to regulate their emotions during a dynamic process involvingfrequent hospitalization and painful treatment is of increasing interest to researchers. This must alsotake into account how the role of culture can influence emotion regulation. There is limited researchabout emotion regulation in sick children, especially children with Acute Lymphocytic Leukemia(ALL) in Indonesia. Thus in this study we aimed to explore emotion regulation in children with ALLduring ongoing chemotherapy. Approach: A descriptive qualitative approach was chosen to carry outthis study. The participants were six persons, consisting of four children aged 10-13 years old and twopersons aged 20-21 years old. Emotion regulation according to Grosss theory comprises of situationselection, situation modification, attention deployment, cognitive change and response modulation.The emotion regulation was observed during various phases of the participants chemotherapytreatment. These were the Induction, Consolidation and Maintenance Phases. Results: Children withleukemia have negative emotions, especially during the initial diagnosis, such as feeling sad, scared,angry, embarrassed and bored. These are experienced in various situations namely diagnosingreinforcement, chemotherapy preparation and the chemotherapy period. In managing their emotions,they develop emotion regulation in both interpersonal and interpersonal ways. An emotion regulationof focused response-is used more in the initial phase when children are diagnosed to have leukemiaand antecedent-focused emotion regulation is seen in external parties. After undergoing chemotherapyfor 1-3 months, the children are able to feel antecedent-focused emotion regulation in an interpersonalway and the emotion regulation of response focus decreases. Conclusion/Recommendations:Children with their capacity for development and supported by an external stimulus are capable ofsorting particular responses in undertaking adaptive response alternatives. These responses can be usedfor various kinds of condition.
