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While a growing body of research has examined interoception\u2010based assessments and interventions with children across health disciplines, less is known about how these concepts are being interpreted and applied within paediatric occupational therapy practice. Understanding current clinical reasoning and practice use is important to support evidence\u2010informed occupational therapy intervention in this emerging area.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Qualitative semi\u2010structured online interviews were conducted with 22 Australian paediatric occupational therapists. Reflexive thematic analysis was applied, ensuring credibility, transferability, dependability, and confirmability.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Consumer and Community Involvement<\/jats:title>\n                    <jats:p>No consumer or community involvement.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Findings<\/jats:title>\n                    <jats:p>\n                      Four main themes were identified: (1) \u2018Learning as we go\u2019: What occupational therapists know (and do not know) about interoception, (2) Integrating interoception into practice, (3) An empty toolbox: We need more tools, and (4) Context matters: Environmental influences on interoception in practice. Three sub\u2010themes were identified for the second primary theme. These were titled (2.1) Using theory to guide practice: How occupational therapists\n                      <jats:italic>think<\/jats:italic>\n                      about interoception, (2.2) Setting the interoception scene, and (2.3) A bridge to participation.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Paediatric occupational therapists value interoception as foundational to children's regulation and participation; however, knowledge and confidence remain variable, with many therapists describing an ongoing, practice\u2010based learning process. Interoception is applied across the occupational therapy process and shaped by professional reasoning, experience, and contextual factors, yet limited occupation\u2010focused tools and guidance constrain consistent implementation. These findings highlight the need for occupation\u2010based assessments, structured resources, and targeted professional development to support evidence\u2010informed practice.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/1440-1630.70082","type":"journal-article","created":{"date-parts":[[2026,3,19]],"date-time":"2026-03-19T12:59:26Z","timestamp":1773925166000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Paediatric occupational therapists' views on applying interoception in practice contexts"],"prefix":"10.1111","volume":"73","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0597-9567","authenticated-orcid":false,"given":"Emma","family":"Clark","sequence":"first","affiliation":[{"name":"Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences Monash University, Peninsula Campus  Frankston Victoria Australia"},{"name":"Occupational Science and Therapy Program, School of Health and Social Development, Faculty of Health Deakin University, Waterfront Campus  Geelong Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9403-5877","authenticated-orcid":false,"given":"Ted","family":"Brown","sequence":"additional","affiliation":[{"name":"Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences Monash University, Peninsula Campus  Frankston Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1662-5008","authenticated-orcid":false,"given":"Mong\u2010Lin","family":"Yu","sequence":"additional","affiliation":[{"name":"Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences Monash University, Peninsula Campus  Frankston Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8382-160X","authenticated-orcid":false,"given":"Genevieve","family":"Pepin","sequence":"additional","affiliation":[{"name":"Occupational Science and Therapy Program, School of Health and Social Development, Faculty of Health Deakin University, Waterfront Campus  Geelong Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0003-0155-7177","authenticated-orcid":false,"given":"Caroline","family":"MacKinnon","sequence":"additional","affiliation":[{"name":"Occupational Science and Therapy Program, School of Health and Social Development, Faculty of Health Deakin University, Waterfront Campus  Geelong Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,3,19]]},"reference":[{"key":"e_1_2_13_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.glmedi.2024.100051"},{"key":"e_1_2_13_3_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596"},{"key":"e_1_2_13_4_1","unstructured":"Australian Bureau of Statistics. 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