Using a Trauma-Informed, Culturally Responsive Perspective to Revise a Preschool Physical Activity Program
McGlinchy, Caroline
McGlinchy, Caroline
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Abstract
Over the 2025 summer, I collaborated with a transdisciplinary team of UVM faculty and graduate students to use qualitative data analyses to guide a substantial revision of the Kiddie CATs on the Move preschool physical activity program using a trauma-informed, culturally responsive lens. My independent contribution to this project was taking the lead in revising the Kiddie CATs social story and creating a complimentary home version of the story, which is currently being translated into children�s home languages to be shared with families. This resource will ultimately create a bridge between school and home while expanding the linguistic responsiveness of Kiddie CATs. In a multi-step process, we integrated Pyramid Model principles for trauma-informed care, evidence-based practices for creating social stories, and community partner perspectives to guide this revision. Based on themes that emerged from community partner interviews and focus groups, an additional deliverable highlighting best practices for the social story implementation was created. Through a continued collaboration with our community partners, we were able to address the unique needs of our Kiddie CATs partner classrooms while providing additional, manualized support for our UVM student facilitators of the Kiddie CATs on the Move early intervention.
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Date
1/1/2026
Student Status
Senior (Graduating in 2026)
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Poster
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Psychological Science
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College of Arts and Sciences
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Social Science