Cancer affects millions of lives worldwide, not only impacting those diagnosed but also their families, caregivers, educators, and healthcare providers. Understanding the emotional, social, and systemic challenges that come with a cancer diagnosis is essential for improving care, support, and education. By giving voice to survivors, caregivers, and professionals, society can foster a more compassionate, informed approach to cancer treatment and its broader implications. Addressing disparities in healthcare, the role of stress, and the management of grief can help communities navigate the complexities of cancer care with greater awareness and resilience. Creating spaces for reflection and shared experiences strengthens our collective ability to support those affected and advance more equitable and holistic care solutions.

Cancer Diagnosis, Treatment and Care: Reflections for the Education of Survivors and Healthcare Providers provides a platform for cancer patients, survivors, and those who have experienced grief to share their voices with professionals in education, healthcare, and public service. Through reflective narratives and research-informed insights, it explores cancer diagnosis, treatment, and care while fostering awareness, understanding, and potential solutions. Covering topics such as cancer imaging, immunity cell components, and family-centered care, this book is an excellent resource for oncologists, healthcare providers, professionals, researchers, scholars, academicians, and more.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Alternative Medicines
Artificial Intelligence (AI)
Biomarkers
Breast Cancer Etiopathogenesis
Cancer Diagnosis
Cancer Education
Cancer Imaging
Cancer Prevention
Cancer Treatment
Drug Delivery
Eye Movement Desensitization and Reprocessing (EMDR) Therapy
Family-Centered Care
Grief Management
Immunity Cell Components
Patients of Color
Pharmaco-Therapeutics
Post-Diagnostic Education
PsychoOncology
Stress Management
Well-Being Interventions

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Editor/Author Biographies

Karis Clarke is a Professor, Director, and Assistant Dean of the Graduate School of Education at Touro University California. Karis is a certified early childhood teacher, elementary supervisor, elementary principal, and superintendent in South Carolina and holds Elementary Education (P-5) and Educational Leadership-Tier II certification in Georgia. She taught pre-kindergarten, 2nd and 3rd grade in the Beaufort County School District (Beaufort, South Carolina). She has served as an instructor and university supervisor at Winthrop University; Assistant Professor, Coordinator, Title III Activity Director, and Interim Director of Teacher Education at Morris College; Director of Teacher Education at Columbia College; Associate Professor, Department Head of Early Childhood Education and Elementary Education at Anderson University, Associate Professor and Department Chair of Educational Leadership at Clark Atlanta University, and Education Consultant. Karis holds a B.A. in political science from Florida A&M University, M.A.T. in early childhood education from the College of Charleston, Ed.S. and Ed.D. in educational administration from South Carolina State University.

Noran L. Moffett , as of this publication, is a tenured Professor of Education in the Department of Educational Leadership of the College of Education at Fayetteville State University. He has formerly served in roles of Associate Dean at two Educator Preparation Programs (EPPs) during the reaffirmation of their NCATE Legacy Visits and as a professor who served as dissertation advisor concurrently. Noran is the son of a deceased World War II veteran, the late Rev. M.J. Moffett, and a mother, Alice E. Moffett, who retired as a school cafeteria manager. Noran was honorably discharged from the United States Army. He never loses sight of the purpose for which he came to the profession of teacher education- CHILDREN. Dr. Moffett’s educational philosophy is as follows: “I am an educational evangelist and I believe that the purpose of educational preparation in higher education should be to ensure that we prepare future educators to serve as advocates for the children with the least opportunity, so they can compete with the children with the greatest opportunity as contributors to the global community.”

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