Improving Latinas’ perinatal mental health during COVID-19 crisis



Authors Recommend Ways to Improve Latinas’ Perinatal Mental Health During COVID-19 Crisis. (Image provided)

Experiencing anxiety during pregnancy is associated with pregnancy complications, and Latinas today face many stressors related to COVID-19 as well as pre-existing racism and intolerance. A new commentary from KCH Assistant Professor Sandraluz Lara-Cinisomo in Women’s Health Issues recommends ways for clinical practice, research, and policy to better support the mental health of pregnant and postpartum Latinas.

The commentary was published in Women’s Health Issues, the official journal of the Jacobs Institute of Women’s Health, which is based at the George Washington University Milken Institute School of Public Health.

Lara-Cinisomo and colleagues explain that high rates of COVID-19 cases and pandemic-related job losses in Latino communities can exacerbate the ongoing immigrant and minority-related stressors affecting perinatal Latinas. They note that research has found a relationship between immigration policies and anxiety in Latinas, and that some communities report fearing deportation more than COVID-19.

The authors’ recommendations for clinical practice include using culturally appropriate communication—both one-on-one and over social media—to provide information about anxiety symptoms and resources. To allow for research into the combined effects of psychosocial, cultural, sociopolitical, and socioeconomic stressors, they suggest that the National Institutes of Health and other funders direct grants to investigators who have records of working with Latino communities; they also highlight the importance of examining different subgroups of Latinas, rather than treating them as a monolith.

The commentary’s policy recommendations include suggestions for improving health care as well as stressors in the larger environment. Lara-Cinisomo and her colleagues urge policymakers to direct additional funding toward bilingual and diversity-trained professionals, and toward increasing access to telemedicine and language services. They also advise officials to improve workplace health and safety (noting that structural racism leaves both Black and Latino workers disproportionately likely to work in jobs with high risks of COVID-19 exposure), halt deportations, and reunite families separated at the U.S.-Mexico border.

“As the Biden-Harris administration begins implementing its policy priorities, we urge all elected officials to provide much-needed resources to clinicians working directly with perinatal Latinas, researchers working to understand the effects of the pandemic on these women, and the perinatal Latinas who are fighting to keep themselves and their families safe on all fronts,” the authors conclude. “Improving mental health for perinatal and postpartum Latinas has long been an important public health priority, and COVID-19 has made it even more pressing,” said Amita Vyas, Editor-in-Chief of Women’s Health Issues and associate professor of prevention and community health at Milken Institute SPH. “This commentary helps move the work forward by offering concrete recommendations for clinicians, researchers, funders, and elected officials.”

“Recommendations for clinical practice, research, and policy to address the effects of the COVID-19 pandemic on anxiety symptoms in immigrant and U.S.-born Latina mothers” has been published online as an article in press and will appear in a future issue of Women’s Health Issues.

Editor’s note:

To reach Sandraluz Lara-Cinisomo, email laracini@illinois.edu.

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Freshman Todd Marshall talks about campus and COVID



Q: Are you on campus?

A: I do not live on campus, but I grew up in Champaign so I live at my house off campus.

Q: What made you decide to be on campus?

A: It was a cheaper option to stay home especially with classes being mostly online. Although I am still able to attend my in-person classes since I live close.

Q: What challenges have you found in navigating campus?

A: I’ve been on campus quite a lot and navigating is not very difficult to me.

Q: Have often are you in a classroom, as opposed to taking remote classes?

A: Two days a week I go to in-person classes, (but) only the Spring semester, though. I spend much more time on computer classes than in-person.

Q: What challenges are you discovering with remote classes?

A: Deadlines often conflict or get mixed up with each other. I have not had very many technology barriers, other than having to pay for services teachers use.

Q: Tell me what you think about the COVID testing process. Has it been easy to find a testing site?

A: I believe the university is doing a great job providing testing and access to students health history through the app. The U of I has taken this opportunity to actually demonstrate their innovation and commitment to student safety, and as a student that is very valuable.

Q: What are the differences between your high school remote learning experience, and here at Illinois?

A: Not much is different, other than more Zoom calls with university classes.

Q: What is the one thing you can’t wait to do when you get to campus?

A: Go to Kams (bar in Champaign).

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Community Health student feels confident about return to in-person instruction



Nick Olivieri is an EMT and can give vaccines (Stock image)

Nick Olivieri is a senior in the University of Illinois’ College of Applied Health Sciences, and expects to graduate with a bachelor’s degree in community health in May. But if he was returning to school in the fall—when UIUC and many other schools are expecting to return to in-person instruction in the midst of the pandemic—he would be looking forward to it.

“100 percent,” said Olivieri, an Orland Park, Ill., native. “U of I has put on an example for the rest of the nation. I get tested multiple times a week, and if people continue to do that, I don’t see a reason why I can’t be sitting next to my fellow classmates once we all know we’ve had some negatives. People are going to get vaccinated. I don’t see why our campus can’t be back in person, and people will actually get the real U of I experience that they thought they would when they signed up to come to the school.”

Part of the reason Olivieri is so confident is that, as a licensed Emergency Medical Technician, he is eligible to administer COVID-19 vaccines. As part of his graduation requirement, Olivieri is doing an internship as a medical assistant at Frances Nelson Health Center, a walk-in clinic in Champaign, where UIUC is based.

“One of the first things they said my first day on the internship, was like, ‘OK, cool. You got your EMT license. You are eligible to give the vaccine,’” he said. “And it took a bit of asking after that. But eventually a slower day around the clinic, so one of the physician’s assistants brought me over to the vaccination clinic, and he let me do it. And only through this internship would I be able to do that, which I’m grateful for.”

Not that Olivieri—who has himself gotten vaccinated—didn’t have some hesitation about putting needles into arms.

“Well, I won’t lie. When I first was approached, asked to do it, I was a little hesitant. I didn’t have any previous experience giving shots, but I knew someone would be training me. And I’ve always learned throughout EMS that you’re only going to learn through actually doing it. You can’t overthink it.”

Most people age 16 and older in Central Illinois are now eligible for a COVID-19 vaccine, and Frances Nelson is administering vaccines to “almost anyone who asks,” Olivieri said. Still, some are naturally concerned about taking the needle or the potential side effects.

“There are cases where people get a wave of anxiety or fear,” he said. “And these people, we take them to the side and we try to calm them down by just like talking to them. Because these bad reactions, they’re very rare. But I do tell these people that I take this vaccine. And every institution worth their while in the U.S. opts for the vaccine. And I think it’s a civil duty getting it.”

In his role as an EMT and at Frances Nelson, Olivieri is an obvious choice for classmates and friends to come to for advice.

“I am somewhat knowledgeable about health care, and I’ve taken enough science classes to know how the vaccine works,” he said. “But I’m still no expert on this whatsoever. (Classmates) do ask me questions about the vaccine. And I have nothing but good to say about it. I’m pretty confident in the safety of it. (But) with the collective knowledge of all the scientists in America, the CDC is the best source.”

Olivieri added that he will not “baby-sit” his fellow classmates about their behavior on campus.

“It is frustrating to see a large group of campus going out every weekend, things like that,” he said. “But people are also in control of their own decisions. But I would say yes, it is a bit frustrating when people do not follow such recommendations given by the CDC and university.”

Olivieri is quick to point out that he wouldn’t be in the position he’s in without his AHS training.

“You can enter many different fields through Community Health, and they kind of give you a good way of thinking about health care,” he said. “I wanted to help people in health care, but I wasn’t really sure in what way. Community Health at AHS really helps you learn about all the types of positions throughout the health system.”

Olivieri already has had a number of experiences for someone of his age. Yet, he has big plans ahead.

“I want to get a job at an ambulance company, but also look for other jobs in a clinical setting. I want to do that for a couple of years and hopefully take the (Medical College Admission Test), do well, and gain admission into medical school.”

With his training, Olivieri is well on his way.

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu

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Alumni Spotlight—Eric Seper



Q: Why did you pick AHS?

A: I chose AHS because I knew I wanted to be in a healthcare field. The college has a family-like aspect, which was very welcoming. As I began my AHS coursework, I learned that the school was tight-knit and filled with bright individuals working towards a common goal.

Q: Which professors had the most impact on you?

A: Could I say all of them?! My first class in the department was an introduction to communication disorders and was taught by Dr. David Gooler. His teaching style resonated with me and many of my classmates. Dr. Gooler co-chaired my doctoral capstone project along with another influential professor—Dr. Ron Chambers. Dr. Chambers was available to speak with me as I decided upon a doctoral program in Audiology. He helped make the transition into graduate school easy and less intimidating than I anticipated. Our clinical supervisors—Lou Chambers and Carol Parker—taught me countless clinical lessons that I still employ today!

Q: What course did you most enjoy?

A: I completed two semesters of American Sign Language in the department and wish I had started sooner so I could complete the third course while an undergraduate. The instructors were thoughtful and great at understanding what each student needed to work on. Learning another language is powerful, especially when you are able to use that language to communicate with others in everyday situations.

Q: Did you enter AHS knowing your career path, or did AHS help you decide?

A: I entered AHS with the intention of learning more about speech-language pathology and audiology—AHS helped me decide from there. My first course introduced various communication disorders from both fields. Once the audiology portion began, I immediately knew that this was what I wanted to pursue long-term.

Q: Did your AHS experience lead to your current job?

A: Yes! AHS helped craft my professional experience in multiple ways. I developed strong clinical skills under the clinical leadership on campus. I still employ many lessons in the professional clinic today. The smaller, family-like atmosphere in AHS helped make me more comfortable with public speaking; the doctoral capstone project was a major learning process. That project allowed me to feel more comfortable in a research-based position where I authored and co-authored peer-reviewed journal articles. I also felt much more confident speaking at conferences following my experiences in AHS.

Q: What is your current job?

A: I am currently a clinical audiologist at the University of Chicago Medicine. I see mostly adult patients and we are fortunate to offer diagnostic audiology, cochlear implant services, vestibular evaluations, and hearing aid services to our patients. Seeing all these different disciplines—sometimes all in the same day—is a thrill. I am extremely fortunate to work alongside a tremendously skilled team of audiologists, physicians, and speech-language pathologists.

Q: What was your favorite on-campus experience?

A: If I need to pick only one, then graduating from the Doctor of Audiology program was a special day. Everybody graduating (from all programs) put in an amazing amount of work to develop skills and understanding in a particular field. For my Audiology classmates and I, we spent eight years honing our skills. Our hard work was rewarded with degrees and the trust that we will be strong practitioners in the field.

Q: What would you say to recommend AHS to a prospective student?

A: AHS is dedicated towards making sure students feel comfortable in the college. They are interested in developing strong students, but also strong societal contributors. I highly recommend AHS!

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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Former RST department head Joe Bannon dies at 89



Joe Bannon, right of center in sweatshirt, was central in establishing an interdisciplinary leisure research program at the University of Illinois in the 1970s.

Joseph (Joe) J. Bannon, 89, of Champaign passed away March 30, 2021, at his home in Champaign.

Joe was born on May 30, 1931, in Glens Falls, N.Y., to parents Leo and Elizabeth Bannon. Joe was preceded in death by his wife, Ann, and his grandson, Keegan. Joe is survived by his two sons, Joseph Jr., and Peter, and their spouses, Jill and Amy. Joe was blessed with eight grandchildren: Kelsey, Keegan, Erin, Sophie, Regan, Doug, Leo, and Rory, and one great granddaughter, Keegan Rose.

Joe was a loving and devoted father, grandfather, brother, uncle, cousin, boss, mentor, and friend. He was a wonderful role model for his family and was fiercely loyal to those he loved. When Joe was not busy working or spending time with family and friends, he enjoyed running, golf, and spending his summers with his family at his mountain retreat in upstate New York.

Professionally, Dr. Joseph J. Bannon graduated Cum Laude from Ithaca College in 1957. In 1958, he was awarded an assistantship at the University of Illinois in the Department of Park and Recreation to pursue his master of science degree. Upon graduation, he assumed the position of Superintendent of Recreation in Leonia, N.J. In 1963, he became the General Superintendent of the Topeka, Kansas, Recreation Commission where he served until 1966. In 1966, he returned to the University of Illinois to become the Chief of the Office of Recreation and Park Resources. During his tenure as Chief, he completed his Ph.D. in 1971. In 1973, he assumed the headship of the Department of Leisure Studies.

Dr. Bannon was a prolific writer, having authored or co‑authored nine books, contributed a number of chapters to edited books, and wrote more than 50 journal and magazine articles. He is a co-founding editor of the Journal of Park and Recreation Administration. Dr. Bannon was a founding member of The Academy of Leisure Sciences and the American Academy of Park and Recreation Association. He was presented numerous awards in his lifetime for his decades-long service to the park and recreation profession. In 2001, Dr. Bannon was honored with the Pugsley Award, the most distinguished award for park and recreation conservation given in the profession.

Dr. Bannon consulted extensively throughout the U.S. and Japan, China, Korea, South Africa, Germany, Netherlands, Italy, and Peru. In 1988, he spent an extended period of time in China consulting with universities as well as city officials in Beijing, Shanghai, and Suchow about fitness and recreation programs.

Joe developed the newsletter Management Strategy in 1977. The publication was dedicated to disseminating management information to parks and recreation professionals throughout the world. This led to the formation of the Sagamore Publishing Company, which he built and worked at full time, acquiring and developing titles after retiring from the University of Illinois alongside his son, Peter Bannon. Joe continued to maintain his close ties to the recreation field he loved throughout his life, advising and mentoring countless young professionals in the field.

He will be greatly missed by all of us.

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