Perinatal women of Mexican descent propose solutions to pandemic-related stressors affecting Latinos



Mothers of Mexican descent living in southern California discussed the hardships they faced during the COVID-19 pandemic obtaining food, up-to-date medical information and health care with a team of researchers led by kinesiology and community health professor Sandraluz Lara-Cinisomo.  (Photo by Brian L. Stauffer)

Public policies blocked many families of Mexican descent living in the U.S. from accessing vital services such as food and mental health care during the COVID-19 pandemic, even though these communities experienced some of the highest infection and mortality rates.

Thirty-eight perinatal women and mothers of young children were interviewed about the challenges they faced during the pandemic and proposed solutions to better meet the needs of their communities during future large-scale crises in a study led by KCH Associate Professor Sandraluz Lara-Cinisomo

Co-authors of the study are molecular anthropologist Amy L. Non of the University of California-San Diego; Kimberly D-Anna-Hernandez, a professor of psychology at Marquette University; and U. of I. graduate student Mary Ellen Mendy and undergraduate students Jessica Avalos and Jacqueline Marquez.

The women in the study discussed the stressors they encountered during the pandemic, including their difficulties accessing mental health treatment, child care and food. Their suggestions and insights were used to identify actionable policies and programs that could help meet the needs of Latino communities during future emergencies.

The participants, who were interviewed between September 2021 and December 2022, were part of a longitudinal study that recruited them from a clinic in San Diego, one of the U.S. cities with large Latino populations of Mexican heritage.

The women were about 36 years old on average. Although about 81% of them were born in Mexico, many had resided in the U.S. for 17 years or more. About 31% reported having an annual household income of less than $21,000, while a similar percentage earned $40,000 or more, according to the study.

Lara-Cinisomo said participants faced complex stressors during the pandemic. Half of the women in the study said their families had challenges obtaining food due to loss of income and subsidies such as school lunches, as well as supply chain shortages and consumer stockpiling. 

“While early in the pandemic various federal and state programs and policies were deployed to mitigate people’s risks for exposure and enhance families’ economic security, millions of tax-paying families of Mexican descent and other Latino backgrounds were excluded because of restrictions and exclusions set by those programs,” Lara-Cinisomo said. 

The researchers found that more than twice as many Spanish speakers reported food-related issues compared with their English-speaking counterparts.

“Policymakers should consider how language barriers increase the risks of Spanish-speaking families losing out on benefits designed to meet their needs, such as CalFresh,” California’s iteration of the federal SNAP food assistance program for low-income people, Lara-Cinisomo said. 

“Communicating food and health and safety information in linguistically appropriate media, such as texts, videos or commercials, is vital to ensure accessibility to people with differing literacy and technological skills and should be carefully considered by policymakers.”

Involving trusted sources in disseminating relevant and critical information was also recommended by the participants. For marginalized communities that have experienced historical discrimination and anti-immigrant propaganda, trust in these sources is vital, Lara-Cinisomo said.

“Research has shown that community engagement is critical in emergency preparedness and increases the likelihood of meeting the needs of marginalized communities,” Lara-Cinisomo said. Accordingly, she and her team recommended developing a contingency plan to train culturally and linguistically competent community health workers to cultivate networks of trusted community members to assist in crisis communication efforts.

Some women discussed feeling anxiety about the uncertainties associated with the pandemic, such as lockdowns and conflicting health information. These feelings were exacerbated by employment disruptions, pregnancy, and food access problems, and their concerns extended to family members residing in other households and those living in Mexico, participants told the researchers.

The majority of those interviewed advocated broadening access to food subsidy programs such as WIC and SNAP to offset income losses and food shortages during large-scale crises, along with providing public awareness campaigns about local food banks and assistance programs. 

Even though California provides more services for undocumented immigrants—including paid family leave and one year of emergency coverage with mental health services under Medi-Cal, the state’s Medicaid plan, for pregnant women—caring for their mental health needs was a significant problem for many participants. Fifteen women reported needing mental health care, but twice as many of the English-speaking women mentioned these issues compared with their Spanish-speaking counterparts, the researchers found.

The researchers hypothesized that this difference may have been associated with cultural beliefs, with Spanish-speaking women feeling less comfortable disclosing mental health problems because of stigmatization compared with those who spoke English. Or, it may have been that those who spoke Spanish were more resilient or more concerned about immediate needs such as food assistance, the team said.

Participants recommended broadening access to mental health services for mothers and their families, promoting awareness with providers and patients, and disseminating mental health information and resources through videos and other media and via programs such as WIC.

Many of the women—largely those who spoke only Spanish—reported difficulties obtaining personal protective equipment and sanitization supplies because of shortages, consumer stockpiling, and price gouging, in keeping with other studies that showed low-income and marginalized communities were disproportionately affected.

Although the study sample was small, Lara-Cinisomo said it highlighted critical needs for responsive, culturally appropriate policies and programs to ensure the well-being of Mexican-descent perinatal women and mothers of young children during public health crises.

Lara-Cinisomo discussed the team’s findings and study participants’ recommendations during a virtual Briefing on Perinatal Health and Well-being on April 3 hosted by the journal Health Affairs, which published the study.

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Kinesiology senior Casey Cushing talks campus during COVID



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Q: Why did you pick KCH?

A: I picked KCH because it was a great program at a university that offered me so many benefits compared to other universities. I knew by being in this program that I would gain the basic knowledge to continue on to occupational therapy graduate programs.

Q: Which professors had the most impact on you?

A: There were multiple professors that I really enjoyed having and that made an impact on experience. Dr. (Steve) Petruzzello created such a fun and engaging learning environment and was always willing to help his students so they could be more successful. I worked as an assistant in Dr. (Kevin) Richards’ research lab for the past three years. He helped me grow as a researcher and student, always had so much confidence in me and provided me with opportunities that I could have never imagined! I’m so grateful for them and all the other professors I had along the way.

Q: What course did you most enjoy?

A: My favorite course was KIN340, which Dr. (Petruzzello) taught. I liked the content of the course, as well as the lab. The information we learned in lab was useful and my TA was amazing. I also really enjoyed this class because I was able to develop friendships with my peers.

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

A: I entered KCH planning to go to occupational therapy school. However, KCH reinforced my interest in the field and provided opportunities to get more involved within the OT community.

Q: What do you hope to do after you graduate?

A: I will be attending (Illinois-Chicago) for a Doctorate in Occupational Therapy.

Q: What was your favorite on-campus experience?

A: My favorite on campus experience was being on the quad on a beautiful spring day when it is busy with students. I loved finding a good spot to hammock and relaxing with friends.

Q: What do you miss most because of the pandemic?

A: Because of the pandemic, I really missed in-person classes. I don’t enjoy online classes as much because it is not as easy to foster the relationships with friends, TAs, and professors that I value so much.

Q: What are the biggest changes on campus, pre and during COVID?

A: I am definitely not socializing on campus as much as I did before COVID. I always loved walking around, seeing familiar faces, engaging in campus events, but because of the pandemic I haven’t been doing this stuff as much.

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

A: I would 100 percent recommend KCH to a prospective student. Since KCH is within a small college, you feel like you get a personalized education which is very comforting when college can be such a scary change. The professors and other students are great and it will provide you the opportunities you need to succeed in the future!

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SHS grad student Emma Boat talks about her program, campus and COVID



Q: Why did you pick SHS?

A: I chose Speech and Hearing Sciences because I love to use communication to connect with people. I want to help people who struggle to communicate to build their speech and language skills so they too can make connections and express their wants and needs.

Q: Which professors had the most impact on you?

A: Every single one of the SHS professors made an impact on me. I feel like I’ve learned from some of the most knowledgeable, passionate people in the field and I’m so grateful for every class. Jennifer Dahman has made a huge impact on me. She has so much passion and love for the field, and she finds a way to make even the driest topics meaningful. If I ever had a day when I was feeling uninspired, a class or client with Jen would always remind me of why I chose speech pathology.

Q: What course did you most enjoy?

A: My favorite course was probably Cognitive Communication Disorders, taught by Dr. Raksha Mudar. The topics were interesting, the class was discussion-based and engaging, and Dr. Mudar is so intelligent and shared so much valuable knowledge and insight with us.

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

A: I came into SHS knowing I want to be a Speech-Language Pathologist, but my experiences in SHS, both within the classroom and in different clinical settings, exposed me to the diverse settings and roles within the field. All these experiences helped me learn what I’m most passionate about and where I want to take my career.

Q: What do you hope to do after you graduate?

A: I hope to work with kids in a private practice or school setting in Chicago.

Q: What was your favorite on-campus experience?

A: Right before COVID, my roommate and I went to a basketball game against Maryland. It was such a blast feeling the energy and cheering on the Illini, and it really made us feel like a part of the university!

Q: What do you miss most because of the pandemic?

A: The thing I miss most is being in class with my cohort. We are a small cohort of about 30 students, so we all became really close before the pandemic. We all would’ve loved to have one more class together in-person before graduation, but I’m thankful for the time we had before the pandemic.

Q: What are the biggest changes on campus, pre and post-COVID?

A: Before COVID, campus was always lively and energetic. People were always out and the energy was so fun. Immediately after COVID, campus lost that energy and became more isolated. Slowly but surely, campus has returned to its pre-COVID state.

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

A: When I entered the SHS department, I was coming from a different school and didn’t know anyone in the department. I immediately felt welcomed by the faculty and my new classmates. After just a few weeks, I felt comfortable and supported. In SHS, we all have different interests and goals, but with a shared love of speech and language. It’s a community of kind, open-minded, passionate people, so it’s been a special experience. I would highly recommend SHS to anyone who’s open-minded, ready to work hard and learn, and is interested in the field.

Editor’s note:

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

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RST Senior Sam Tinaglia Talks About His Program, COVID and Campus



Sam Tinaglia

Q: Why did you pick RST?

A: When I first came to UIUC, I started as a journalism major, but then was recruited to go on Dr. Michael Raycraft’s RST 180 Hall of Fame Class Trip. I enjoyed the trip and meeting other RST students and faculty so much that I eventually transferred into the RST program my sophomore year. I have always loved sports and knew I wanted to work in the sports industry and I felt RST was the major that could help me reach my goals. As I finish my undergraduate degree, I feel I made the right choice as the RST curriculum has thought me many valuable skills for the future.

Q: Which professors had the most impact on you?

A: Dr. Kim Shinew, Dr. Michael Raycraft, Dr. Sharon Zou, Dr. Bill Stewart, Robyn Deterding, and Don Hardin have left a lasting impact on me from my time in RST.

Q: What course did you most enjoy?

A: RST 180 with Dr. Raycraft was my favorite course as that class is one of a kind. As a group of about 20 individuals, we jumped on a big orange Illinois coach bus and traveled to recreation, sports, and tourism destinations in Ohio, New York, Pennsylvania, and Indiana. We saw the Major League Baseball Hall of Fame in Cooperstown, the Lake Placid Olympic facilities, the Woodstock Concert Grounds and Museum, the National Football League Hall of Fame, and the Indianapolis Motor Speedway, which were just a few of our many fantastic stops. This class was like no other I’ve ever taken in my years of schooling and I would take it again in a heartbeat.

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

A: I entered RST knowing I wanted to work in sports, so I went the sports concentration route. But as I was taking classes in RST, I learned to love the recreation and tourism concentrations too. I think the parts of R, S, and T can be intermixed, and after finishing the course work, I can say I would love to work in any of the RST fields.

Q: What do you hope to do after you graduate?

A: After I graduate I hope to start up my online master’s degree with RST and get more experience in the RST field as I intern with the Niles Park District in Athletics.

Q: What was your favorite on-campus experience?

A: My favorite on-campus experience at Illinois was working with the Fighting Illini Marketing Team within the athletic department. For that opportunity, we handed out promotional materials before athletic events at UIUC and helped with in-game promotions too. Being able to work in person at various Illini sporting events was a fantastic experience and I’ll miss it when I graduate.

Q: What do you miss most because of the pandemic?

A: I have been schooling from home since March of 2020, so ever since the pandemic started. The thing I miss most is going in person to classes and interacting with other students and professors. You don’t realize something was so great until you can’t experience it anymore, and that was me at Illinois. I really enjoyed school and, sadly, it’s (technically) over.

Q: What are the biggest changes on campus, pre- and during COVID?

A: (I) haven’t been back since March 2020, I wouldn’t know.

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

A: If you love and want to work in recreational activities, sports, and/or the tourism industry, RST is the place for you. Also, if you just want to get a good, well-rounded college experience in a smaller tight-knit college within a large university, RST would be a great home for you.

Editor’s note:

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

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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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MPH student Faith Washington talks about her contact tracing work



Q: Is the work you’re doing for CUPHD different than what you were trained for in the MPH program?

A: In the MPH program, I am studying health behavior and promotion, so there are a few parallels regarding convincing people to do what is in their own best interest and the public’s best interest. I think the main difference is the turnaround time. For the health behaviors I study and would like to ultimately work to promote, the effects may not be seen as quickly as the impact of my advice regarding COVID-19 would be. For example, encouraging people to get screened for prostate cancer would potentially decrease the disease’s mortality rates because more cases are caught in the early stages. Still, that data wouldn’t be evident for quite a while, whereas encouraging people to isolate and quarantine has an almost immediate impact on the spread and identification of COVID-19 cases in the community.

Q: What field/industry were you hoping to work in upon graduation?

A: I hope to work in either public health program research, implementation, and evaluation at a state or federal level or to work as a health journalist. I am very passionate about improving the general public’s health literacy so that people can better advocate for themselves and their needs in medical settings and ultimately lead healthier happier lives.

Q: What kinds of questions do you ask in the work you’re currently doing?

A: As a contact tracer, I ask COVID-positive people how they feel, what symptoms they are experiencing if they require any resources like masks or food, and with whom they have recently interacted. At CUPHD, there is an emphasis on ensuring that everyone has what they need to safely and adequately quarantine or isolate. Hence, all of these questions are really important. I have found that giving out CUPHD contact information also reassures people that if they have a need that they don’t disclose during the interview, that is OK. We will still be prepared to assist them.

Q: Do you find people are willing to respond truthfully?

A: For the most part, people are willing to answer truthfully. It becomes relatively easy to tell when people are being dishonest. The one question that seems to get the most pushback is, “Do you have any close contacts?” Generally, people do not want to give out the personal information of their friends and family. Still, once I explain that we protect and respect everyone’s privacy and confidentiality and that we are only asking so that we may reach out to their close contacts and provide them with proper guidance and assistance regarding quarantine, people become more willing to disclose that information.

Q: Any frustrations that people are not listening to the health guidelines?

A: I become very frustrated when I see people not adhering to health guidelines because I see the negative impacts this virus has had on so many people and their families. It is hard to have one conversation with someone severely ill and potentially dying and then call another person who has mild symptoms or is asymptomatic and refuses to isolate and could be spreading this virus to others, who may then be my next severely ill call.

Q: Do people you know ask you for COVID advice?

A: My family doesn’t ask me for COVID advice because I always offer it before they have a chance. I am always in contact with my parents and brother to ensure that they are not succumbing to quarantine fatigue and they are continuing to follow all health guidelines. Fortunately, my family has been taking this very seriously, and my parents and brother are all able to work and learn from home right now. My friends sometimes ask me for COVID advice or ask me general questions if they don’t understand the reasoning behind something that public health officials are asking everyone to do right now. However, for the most part, my friends are also all still staying home and not really physically interacting with the world right now.

Q: What are you missing out on because of the pandemic, in terms of working face-to-face with people?

A: I think what I am most missing out on are the benefits of in-person classes. This is my first semester as an MPH grad student, but I studied communication with a concentration in health for my undergraduate degree here at UIUC, and there is such a stark difference between learning on Zoom and learning in a classroom. Mainly because there is so much collaboration necessary in public health courses. I am concerned that the connections I am making with my cohort are not as strong as they would have been had the semester been typical, but a lot of MPH students also work at CUPHD right now, so I do have more interaction with them through work, which I value a lot.

Q: What ways has COVID-19 affected you? Have you traveled? Have you been able to go home, see family?

A: I generally count myself as lucky because, while COVID has affected me a lot, it could have been much worse. Like many other class of 2020 students, I didn’t get a formal graduation, which was upsetting. I also have not been able to see my friends from high school for a very long time. We usually all congregate when we are home in Chicago, but due to the pandemic, we haven’t been home, and we haven’t been willing to potentially risk the health of our families by being together. I also have not traveled, which is rare for me. I usually travel to see friends or just take a trip to some landmark or interesting spot in the country, but most things are closed, and I am also not willing to get on a plane right now. While all of these things have been less than ideal, I count myself as fortunate because I do not personally know anyone who has died from COVID, and I was the only member of my immediate family and friend group to ever catch the virus, which I recovered from.

Editor’s note:

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

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MPH student Maggie Hamielec talks about working as a contact tracer and COVID



Q: Is the work you’re doing for CUPHD different than what you were trained for in the MPH program?

A: I am currently working as a contact tracer with the CUPHD. One thing I love about this position is a public health background is not necessary, which allows many more individuals to be able to help out during this pandemic. While being in the MPH program is a bonus, I don’t think it is a training that is explicitly needed to be an effective contact tracer.

Q: What field/industry were you hoping to work in upon graduation?

A: I would like to either work in research on sexual health/health education or work in infectious disease epidemiology.

Q: What kinds of questions do you ask in the work you’re currently doing?

A: My job as a contact tracer has two main tasks: interviewing confirmed COVID-19 cases and notifying individuals who were in contact to a confirmed case that they need to quarantine.

During positive case interviews, we ask about symptoms and pre-existing conditions to collect epidemiologic data, known exposures to other positive cases to determine how the virus is being spread in the community and information about employment, household members and socializing to identify close contacts that will need to quarantine. We also ask if the cases have everything to isolate safely and do everything we can to provide them with resources needed such as food, shelter, housing/income resources, masks, thermometers and toiletries.

During close contact notifications, we tell the individuals the date of exposure, explain how long and why they will need to quarantine, educate them on symptoms, provide them information on testing and as with positive cases, we also ask about any resources needed to make sure they can quarantine safely.

For both groups, we also monitor the individuals throughout their isolation/quarantine periods using health assessments, which ask about symptoms, if the person has had to leave isolation/quarantine for any reason and as a way to follow again to make sure the individual is able to isolate/quarantine safely.

Q: Do you find people are willing to respond truthfully?

A: Not always. It definitely varies from person to person. I have spoken to individuals who are willing to tell me every single place they have been in the prior month and I have people who swear at me for asking how they are feeling because that is “personal information”. I think people often fear that they will get in trouble for telling us who they have been around or where they have been. I can understand why some feel that way, but CUPHD is more concerned about preventing the spread of COVID-19 within our community than it is with punishing those not following health guidelines.

Q: Any frustrations that people are not listening to the health guidelines?

A: Yes! It is incredibly frustrating to hear about weddings, parties on campus or even people knowingly leaving isolation while infectious. I understand the burnout and pandemic feeling that most, if not all of us are currently feeling, but ignoring our problems never works. As time has gone on, my frustrations are less about the individuals within our community, and more about the federal government continuing to dismiss the pandemic. This is a team effort and without clear, well-communicated national health guidelines, we are going to continue to struggle with controlling the spread of COVID-19.

Q: Do people you know ask you for COVID advice?

A: I do have a lot of family and friends ask for COVID advice. Most often it is about what qualifies as close contact and how concerned one should be if they were exposed. I also have explained infectious periods more times than I can count (cue an “If I had a nickel for every time I was asked about COVID, I could afford to pay off my student loans” joke). It does get a little bit tiring, but the whole reason I am in public health is because I am passionate about community wellbeing. Knowing that I am someone whose opinion and experience is trusted and valued by my loved ones keeps the burnout at bay and reminds me what I am working hard for!

Q: What are you missing out on because of the pandemic, in terms of working face-to-face with people?

A: As someone who considers themself an extravert, it is working face-to-face! One thing this pandemic has really halted is the ability to socialize with people I work with. Zoom calls and social distancing make it very hard to connect with people outside of professional/academic settings.

Q: What ways has COVID-19 affected you? Have you traveled? Have you been able to go home, see family?

A: My mom lives in Poland and I had planned on visiting her in August and unfortunately was not able to due to the pandemic. Last time I saw her was in 2017 when I had just graduated high school and I wanted to keep up the post-grad tradition as I finished my undergraduate degree this summer as well.

I have not traveled much. I do enjoy being outdoors, so I have gone hiking a few times in Kickapoo State Park and Shawnee National Forest when the weather was nice!

I have gone home to the suburbs to see my dad, something I would not be comfortable doing if I wasn’t privileged and able to quarantine before and after seeing him, in addition to test frequently thanks to being a student here at UIUC and having a job that allows me to maintain social distance and mandates proper PPE.

Editor’s note:

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

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Wellness Ambassador Lauryn Praet talks about COVID and campus



Q: What kind of training did you receive to become a Wellness Ambassador?

A: We were trained as a group in both a Zoom training, as well as in-person training.  These training sessions were facilitated by both the directors of the program as well as professionals from McKinley Health Center and the Champaign Public Health Department.  We receive ongoing support through bi-weekly Zoom trainings to answer questions and problem solve any concerns. As a team lead,  I received additional training specific to how to support my 8 person team, as well as address questions or concerns in between our biweekly meetings.  

Q: What kind of activities are you performing while working?

A: Our workdays vary as well. We always have free wellness packets to hand out to students and faculty.  Sometimes we are handing those out on the quad encouraging everyone to use COVID precautions, sanitizing, mask-wearing, and social distancing.  Sometimes we are at the COVID test sites helping to support student testing.  In the upcoming weeks, we will be helping to encourage students and faculty to get their yearly flu shots.  

Q: How many hours do you work a week?

A: On average, I work 8-10 hours a week.

Q: Where are you stationed?

A: We have the opportunity to work all over campus. We are able to choose where we want to work each day from a list of facilities or areas that request assistance from the ambassadors.  I have worked on the quad, at the COVID testing sites, and a variety of other University buildings. Typically, we are places where you would find students, faculty, and activity. 

Q: What challenges have you faced in doing the job?

A: Being a Wellness Ambassador has been enjoyable, and most students are accepting of the information and wellness packets. We have observed most students complying with precautions, however, have experienced a few individuals who do not respect the safety precautions. We can remind and offer safety materials but have no authority to enforce.

Q: What kind of reactions do you get from students or faculty when you encounter them?

A: I have received very positive reactions from students and faculty. Most students and faculty seem to want to do their part by respecting and complying with COVID precautions. Most people I have spoken to understand the importance of the measures and respect the University for its extensive efforts to keep us safe and on campus. Most students want to be on campus and comply in hopes of staying on campus.

Q: What’s the toughest part of the job?

A: As I stated before, COVID safety is not always easy to enforce. However, knowing that I am making this campus a safer environment for all students to live and learn at makes it all worth it.

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Wellness Ambassador Sarah Bittle talks about COVID and campus



Q: What kind of training did you receive to become a Wellness Ambassador?

A: As a Wellness Ambassador we received plenty of training. While the majority of our trainings have been via Zoom, we’ve talked with the Champaign-Urbana Public Health District, McKinley and others to make sure we are properly educated on the proper safety measures we should be taking ourselves, as well as encouraging others to do also. We’ve had social media and interview trainings as well. 

Q: What kind of activities are you performing while working?

A: While we’re on shift we are usually handing out our Wellness Kits and other Covid testing information. We’re currently working on some other campaigns to better support our students on campus and soon we will also be assisting with McKinley’s Flu Shot Campaign.

Q: How many hours do you work a week?

A: I work about 7-10 hours per week. 

Q: Where are you stationed?

A: Every day can look different. Some days we’re stationed at testing sites, some days we set up around a more populated area of campus such as the (Ikenberry Commons Residence Hall) or the (Gies College of Business Instructional Facility), and other days we just walk around campus. 

Q: What challenges have you faced in doing the job?

A: Something I’ve been challenged with is just being able to find the most effective way to both reach people and support them during these strange times. 

Q: What kind of reactions do you get from students or faculty when you encounter them?

A: Most students and faculty respond very well when they see us around campus. They’re excited about the free kit and are glad that we have this type of resource on campus. 

Q: What’s the toughest part of the job?

A: Personally, it’s knowing that I can only do so much. We can educate and give out these resources, but at the end of the day it will be up to each individual to make the right choices to keep themselves and others around them safe. 

Editor’s note:

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

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Wellness Ambassador Rachel Brokenshire talks about COVID and campus



Q: What kind of training did you receive to become a Wellness Ambassador?

A: For training, all of us (the Wellness Ambassadors) met with our supervisors over Zoom a week before school started to discuss more about the position. We talked about how things on campus would look different, how to be positive influences while at school, and overall what our tasks would be as a Wellness Ambassador. We also have biweekly training sessions to discuss things like being prepared for interviews, how to post on social media, and different ideas we can bring to life on campus.

Q: What kind of activities are you performing while working?

A: While we are working, there a variety of activities that can be done throughout our shifts. Our main task since the beginning of the school year has been packing “Wellness Kits” that includes a lot of resources about testing, the flu shot, and fun goodies (sunglasses, masks, hand sanitizer). We go out around campus and hand out these bags to students. We have also been to testing sites to pass out fun temporary Illinois tattoos. As Wellness Ambassadors, we are striving to bring more joy and positivity to campus during these confusing times.

Q: How many hours do you work a week?

A: I work between 6-10 hours a week.

Q: Where are you stationed?

A: Before our shifts, we either meet at the Illini Union or at a testing site that we are assigned to. It really depends what our tasks are for that day.

Q: What challenges have you faced in doing the job?

A: I think sometimes encountering people who may not want to wear a mask or seeing very large groups of people in a certain area can be a bit hard to see. As Wellness Ambassadors, our job is to not “police” students around and tell them what to do. We are simply being role models for our peers and when some students do not want to comply, it is a little disheartening. Other than that, the job is very rewarding in itself and I am so proud to be helping my college during a time like this.

Q: What kind of reactions do you get from students or faculty when you encounter them?

A: Mostly, students and staff are so excited that we are handing out free stuff. It is amazing to see others around us happy and thankful for what we are doing. That part of the job is my favorite and knowing that other students are seeing us make a difference on campus is great.

Q: What’s the toughest part of the job?

A: I think the toughest part of the job, as mentioned before, is seeing some people not wanting to comply with the rules on campus. As Wellness Ambassadors, it was hard having to read that email from Chancellor Jones when most of the students here are doing their part to stay on campus this semester. The actions of a few students may cost us the opportunity to stay here for the whole semester and we are trying our best to not let that happen. After the email, we realized we needed to work harder to promote social distancing and wearing a mask while in public, and that is exactly what we did. I am so proud of my fellow Wellness Ambassadors and the amazing work we are doing this year.

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College of Applied Health Sciences
110 Huff Hall
1206 South 4th Street
Champaign, IL 61820
(217) 333-2131