Skip Navigation

Center for Adolescent Health

Center for Adolescent Health Blog

Date: Sep 2020

The Department of Population, Family and Reproductive Health at Johns Hopkins Bloomberg School of Public Health has appointed Terrinieka Powell, PhD, MA, as Vice Chair, Inclusion, Diversity, Anti-Racism and Equity (IDARE). 

Dr. Powell is expert in the field of adolescent health and community engagement. A major focus of her research and professional interest has been improving the health and well-being of Black youth through partnerships with youth, churches, schools, libraries, families, health departments and community-based organizations.  She has collaborated with institutions to promote educational attainment and prevent teen pregnancy, HIV, and substance use among adolescents of color.

"It’s an honor to serve my department and the school in this capacity," Dr. Powell said. "I’m looking forward to working with students, staff and faculty to help create a place where everyone feels welcomed, heard valued and respected."

Powell is Associate Professor in the Department of Population, Family and Reproductive Health at Bloomberg School of Public Health.  She also directs the C. Sylvia and Eddie C. Brown Community Health Scholarship Program which trains future public health leaders who are committed to eliminating health disparities in Baltimore and other cities.  Powell is a core faculty member of the Center for Adolescent Health and the Center of Excellence in Maternal and Child Health.

“We are thrilled that Dr. Powell has assumed this role,” says Cynthia Minkovitz, MD, MPP, chair of the Bloomberg School’s Department of Population, Family, & Reproductive Health and William H. Gates Sr. Professor.  “Her commitment to addressing disparities and collaborative spirit will inspire new approaches to promote diversity and equity within our department and school community.” 

Prior to joining Bloomberg School of Public Health, Powell received her MA and PhD from DePaul University in 2006 and 2009 in Community Psychology.  She also completed a postdoctoral research fellowship focused on community-based participatory research with the W.K. Kellogg Health Scholars Program at the University of Michigan.  

For more information on IDARE, please read the announcement by Dean MacKenzie and Assistant Dean Joel Bolling.

To increase the uptake of mental health support programs for students in middle schools it’s important for advocates to understand the individual, school-level and macro factors that lead administrators to adopt a program, according to a journal article from the Johns Hopkins School of Public Health Center for Adolescent Health’s (CAH) Project POWER initiative.

Using the trauma-informed universal prevention program RAP (Relax, be Aware, and do a Personal Rating) Club intervention adapted for low-income urban eighth-grade students – which consisted of two 45-minute sessions a week for six weeks) in 20 Baltimore City Public Schools, the researchers found that individual administrator, school-wide and macro (including district level) level factors went into whether an individual school adopted the intervention.

Published in the journal Prevention Science, the study “Factors that Influenced adoption of a School-Based Trauma-Informed Universal Mental Health Intervention” found that administrators with personal understanding of the trauma faced by their student community and need for intervention coupled with a lack of mental health supports for students in schools, and a school district that has said this issue is a priority made strong candidates for school-based adoption of a program.

“The study’s findings suggest strategies to increase school program adoption in the context of research and, more broadly, for implementation science,” the study’s authors – Kimberly T. Arnold, Keisha M. Pollack Porter, Shannon Frattaroli, Rachel E, Durham, Kristin Mmari, Laura K. Clary and Tamar Mendelson – write.

Read the study here.

See the Project POWER Report to Partners here

Our goal with the Project POWER (Promoting Options for Wellness and Emotion Regulation) school-based intervention is to evaluate the potential benefits of a trauma-informed coping skills program called RAP (Relax, be Aware, and do a Personal Rating) Club for the emotional health and academic success of eighth grade students.

We compared RAP Club with a health education program called Healthy Topics, which we expect will have different kinds of benefits. Over the past four years, our team partnered with 29 Baltimore City Public Schools. We worked with each school for one year to deliver the programs. We trained school personnel in how to continue offering the programs in the future if they wish. This is a brief update and summary of our work so far. We are starting to analyze data on how the programs impacted students and look forward to sharing outcomes with schools, families, and other audiences.

See our latest report to our partner schools below:

RAP Club infographicpg1

RAP Club infographicpg2

Study funders: Institute of Education Sciences (R305A160082; PI: Mendelson); Eunice Kennedy Shriver National Institute of Child Health and Human Development (1R01HD090022; PI: Mendelson)