Michelle Tobar
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Michelle Tobar has a total of 9 co-authors. Here are the top co-authors by number of shared publications:
- Alex O. Rothbaum
Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, Atlanta
1 shared publication - Ann Cale Kruger
Georgia State University
1 shared publication Ben W. Hunter
1 shared publication- Noah Marchuck1 shared publication
Raneeka DeMoss
1 shared publication- Rebekah Pollock
Georgia State University
1 shared publication
Latest Publications
- Open Access
- 5 September 2026
- Published by Elsevier in Journal of Mood & Anxiety Disorders
- Vol. 16
Dose effect of bilateral transcranial magnetic stimulation for depression and anxiety in a real-world clinical setting
- 5 September 2026
- Published by Elsevier in Journal of Mood & Anxiety Disorders
- Vol. 16
Open AccessDose effect of bilateral transcranial magnetic stimulation for depression and anxiety in a real-world clinical setting
- 25 May 2026
- Published by SAGE Publications in Urban Education
An Inquiry Into Early Adolescent Black Girls’ Experiences With Adult-Facilitated Peer-Based Discussions for Transformative Social and Emotional Learning
Using the dialogue-based formative intervention model to conceptualize adult-facilitated, peer-based discussions as a student-centered, listening-forward method of instruction and facilitation of social and emotional learning, we examine termination sessions of an intervention with 18 early adolescent Black girls from a low-socioeconomic, urban community to describe outcomes from participants’ perspectives and development of social and emotional competencies. Thematic analysis reveals participants’ reflections surrounding physical and emotional safety, stereotypical representations of and the sexualization of women in media, and the creative and affirming potential of safe spaces. We describe implications for delivering transformative social and emotional learning within urban educational settings.
- 25 May 2026
- Published by SAGE Publications in Urban Education
An Inquiry Into Early Adolescent Black Girls’ Experiences With Adult-Facilitated Peer-Based Discussions for Transformative Social and Emotional Learning
Using the dialogue-based formative intervention model to conceptualize adult-facilitated, peer-based discussions as a student-centered, listening-forward method of instruction and facilitation of social and emotional learning, we examine termination sessions of an intervention with 18 early adolescent Black girls from a low-socioeconomic, urban community to describe outcomes from participants’ perspectives and development of social and emotional competencies. Thematic analysis reveals participants’ reflections surrounding physical and emotional safety, stereotypical representations of and the sexualization of women in media, and the creative and affirming potential of safe spaces. We describe implications for delivering transformative social and emotional learning within urban educational settings.