פרופ' מיכל לוין אל יגון

מנהלת ביה"ס לחינוך סגל אקדמי בכיר
פרופ' מיכל לוין אל יגון
טלפון פנימי: 03-6407120
טלפון נוסף: 03-6408472
פקס: 03-9023144
משרד: שרת, 440

תחומי מחקר והוראה

 

 

  Academic and Prosessional experience
 

1991-2003

Research coordinator, SpecialEducation, School of Education, Tel-Aviv University

1991-2001           

Dance Movement Therapist, Open Adult Psychiatric Unit, Shalvata Psychiatric Hospital, Hod Hasharon

2003-2009

Lecturer and Senior Lecturer, Educational Counseling, School of Education, Bar-Ilan University

2005- 2010

Head, Educational Counseling Program, School of Education, Bar-Ilan University        

2010-10/2012 

Senior Lecturer, Educational Counseling and Special Education, School of Education, Tel-Aviv University

10/2010-present  Head, Special Education Program, School of Education, Tel-Aviv University
2010-present  Academic Consultant, Specialization in Diagnostic Evaluation of Learning Disabilities for Graduates of the Master's Program, School of Education, Tel-Aviv University
11/2012-present Associate Professor, Educational Counseling and Special Education, School of Education, Tel-Aviv University
10/2012-present Chair, Teaching Committee
10/2012-present Chair, Individual Committee
 

קורות חיים

 Education:

1985-1987 Tel-Aviv University, B.A., Special Education

1988-1991 Tel-Aviv University, Special Education and Counseling, M.A. (Magna Cum Laude).

Title of Master's thesis: Computer-Supported Intervention Program to Promote Performance Efficacy Among Adolescents with Mental Retardation. Supervisor: Prof. Malka Margalit

1989-1992 Haifa University, D.M.T. (Dance Movement Therapy)

1995-2000 Tel-Aviv University, Ph.D., Special Education (with distinction).

Title of Doctoral dissertation: Emotional, Social, and Behavioral Adjustment

Among Kindergartners At-Risk for Developing Learning Disorders.

Supervisor: Prof. Malka Margalit
 
2000-2003 Post-doctorate, Department of Psychology, Bar-Ian University

Title of Post-Doctoral Research: Attachment-Related Factors’ Link with Socioemotional Adjustment Among School-Aged Children with LD

Supervisor: Prof. Mario Mikulincer
 
2005-2008 Psychoanalytic Psychotherapy, Bar-Ian University

 

  Academic and Prosessional experience
 

1991-2003

Research coordinator, SpecialEducation, School of Education, Tel-Aviv University

1991-2001           

Dance Movement Therapist, Open Adult Psychiatric Unit, Shalvata Psychiatric Hospital, Hod Hasharon

2003-2009

Lecturer and Senior Lecturer, Educational Counseling, School of Education, Bar-Ilan University

2005- 2010

Head, Educational Counseling Program, School of Education, Bar-Ilan University        

2010-10/2012 

Senior Lecturer, Educational Counseling and Special Education, School of Education, Tel-Aviv University

10/2010-present  Head, Special Education Program, School of Education, Tel-Aviv University
2010-present  Academic Consultant, Specialization in Diagnostic Evaluation of Learning Disabilities for Graduates of the Master's Program, School of Education, Tel-Aviv University
11/2012-present Associate Professor, Educational Counseling and Special Education, School of Education, Tel-Aviv University
 
 
Courses Taught:
  • Socio-emotional development among children with typical and non-typical development.

  • Parenthood: Theoretical and practical aspects.

  • Counseling interventions for children and adolescents with learning disabilities and ADHD.

  • Vulnerability and protection factors contributing to socio-emotional and behavioral adjustment among children and adolescents with and without disabilities.

 

 Research Topics:

  • Vulnerability and protection factors contributing to socio-emotional and behavioral adjustment among children with LD.

  • Socioemotional and behavioral adjustment of adolescents with LD.

  • Families of children with LD and HDHD.

  • Emotional and coping resources among parents of children with disabilities.

  • Vulnerability and protection factors contributing to socioemotional and behavioral functioning among children coping with stressors.

פרסומים נבחרים

Al-Yagon, M., & Margalit, M. (2001). Special and inclusive education in Israel. Mediterranean Journal of Educational Studies, 6, 93-112.
Margalit, M., & Al-Yagon, M. (2002). The loneliness experience of children with learning disabilities. In B. Wong, & R. Pearl (Eds.), Learning disabilities: Social-emotional aspects (pp. 53-75). Mahwah, NJ: Lawrence Erlbaum.

Al-Yagon, M. (2003). Children at-risk for developing learning disorders: Multiple perspectives.  Journal of Learning Disabilities, 36, 318-335.

Al-Yagon, M., & Mikulincer, M. (2004). Patterns of close relationships and socio-emotional and academic adjustment among school-age children with learning disabilities. Learning Disabilities Research and Practice, 19, 12-19.

Al-Yagon, M., & Mikulincer, M. (2004). Socio-emotional and academic adjustment among children with learning disorders: The mediational role of attachment-based factors. Journal of Special Education, 38, 111-123.

Al-Yagon, M., & Margalit, M. (2005). Early childhood intervention in Israel. In M. Guralnick (Ed.), A developmental systems approach to early intervention: National and international perspectives (pp. 503 – 520). Baltimore: Brookes.

Al-Yagon, M., & Margalit, M. (2006). Loneliness, sense of coherence and perception of teachers as a secure base among children with reading difficulties. European Journal of Special Needs Education, 21, 21-37.

Al-Yagon, M., & Mikulincer, M. (2006). Children’s appraisal of teacher as a secure base and their socio-emotional and academic adjustment in middle childhood. Research in Education, 75, 1-18.

 Al-Yagon, M. (2007). Socioemotional and behavioral adjustment among school-age children with learning disabilities: The moderating role of maternal personal resources. Journal of Special Education, 40, 205-217.

Al-Yagon, M. (2008). Maternal personal resources and children’s socioemotional and behavioral adjustment. Child Psychiatry and Human Development, 30, 283-298.

Al-Yagon, M. & Cinamon Gali R. (2008). Work-family relations among mothers of children with learning disorders. European Journal of Special Needs Education, 23, 91-107.

Al-Yagon, M. (2008). On the links between aggressive behavior, loneliness, and patterns of close relationships among non-clinical school-age boys. Research in Education, 80, 76-93.

Al-Yagon, M. (2009). Comorbid LD and ADHD in childhood: Socioemotional and behavioural adjustment and parents' positive and negative affect.  European Journal of Special Needs Education, 24, 371-391.

Al-Yagon, M. & Margalit, M. (2009). Positive and negative affect among mothers of children with intellectual disabilities. British Journal of Developmental Disabilities, 109, 109-127.

Al-Yagon, M. (2010). Maternal emotional resources and socioemotional well-being of children with and without learning disabilities. Family Relations, 59, 152-169.

Ingber, S., Al-Yagon, M., and Dromi, E. (2010). Mothers' involvement in early intervention for children with hearing loss: The role of maternal characteristics and context-based perceptions. Journal of Early Intervention, 32, 351-369.

Al-Yagon, M. (2011). Adolescents’ subtypes of attachment security with fathers and mothers and self-perceptions of socioemotional adjustment. Psychology, 2(4), 291-299.

Al-Yagon, M. (2011). Fathers’ coping resources and children's socioemotional adjustment among children with learning disabilities. Journal of Learning Disabilities, 44(6), 491-507.

Al-Yagon, M. (2011). Fathers’ emotional resources and children's socioemotional and behavioral adjustment among children with learning disabilities. Journal of Child and Family Studies, 20, 569-584.

Al-Yagon, M., & Margalit, M. (2011). Parents of children with Down syndrome. In J. A. Burack, R. M. Hodapp, & E. Zigler (Eds.), Handbook of mental retardation and development (2nd ed., pp. 349-365). Oxford: Oxford University Press.

Al-Yagon, M. (2012). Adolescents with learning disabilities: Socioemotional and behavioral functioning and attachment relationships with fathers, mothers, and teachers. Journal of Youth and Adolescence, 41(10), 1294–1311.

Al-Yagon, M. (2012). Subtypes of close relationships with father and mother among school-age children with and without learning disabilities. Learning Disability Quarterly, 35(3), 170-183.

Al-Yagon, M., & Margalit, M. (2012). Parental Coping, Emotional Resources, and Children's Adjustment: Theory, Empirical Evidence, and Interventional Implications. In B. Molinelli & V. Grimaldo (Eds.). Handbook of the Psychology of Coping: New Research (pp. 59-84). New York, Nova Publishers.

Al-Yagon, M., & Margalit, M. (2012). Socioemotional and academic adjustment among children with learning disorders. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 19, pp. 3136-3139). New York: Springer.

 Al-Yagon, M., Cornoldi, C., Fawcett, A., Grünke, M., Hung, L. Y., Jiménez, J. E.,  Karande, S., van Kraayenoord, C. E., Lucangeli, D., Margalit, M., Sholapurwala, R.,  Sideridis, G.,  Tressoldi, P. E., & Vio, E. (2013). The proposed changes for DSM-V for SLD and ADHD: International perspectives -- Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, and the United Kingdom. Journal of Learning Disabilities,46(1), 58-72.

Al-Yagon, M., & Margalit, M. (2013). Social cognition of children and adolescents with LD: Intrapersonal and interpersonal perspectives. In H. L. Swanson, K. Harris, S. Graham (Eds.), Handbook of learning disabilities (2nd ed., pp. 278-292). New York: Guilford Press.

Kopelman-Rubin, D., Brunstein Klomek, A., Al-Yagon, M., Mufson, L., Apter, A., & Mikulincer, M. (2013). Psychological intervention for adolescents diagnosed with learning disorders-I Can Succeed (ICS) treatment model, feasibility and acceptability. International Journal for Research in Learning Disabilities, 1(1), 37-54.

 Al-Yagon, M. (2014). Child-Mother and Child-father Attachment Security: Security: Links to Internalizing Adjustment among Children with Learning Disabilities. Child Psychiatry and Human Development, 45 (1), 119-131.

Al-Yagon, M. (2015). Fathers and mothers of children with learning disabilities: Links between emotional and coping resources. Learning Disability Quarterly, 38(2), 112-128. 

Al-Yagon, M. (2015). Externalizing and internalizing behaviors among adolescents with learning disabilities: Contribution of adolescents' attachment to mother and negative affect. Journal of Child and Family Studies, 24, 1343–1357. 

Al-Yagon, M. (2015). Introduction to the Special Issue- Adolescents and Young Adults with LD and/or ADHD: Theoretical, Empirical, and Practical Perspectives. Journal of Learning Disabilities.

Brunstein Klomek, A., Kopelman-Rubin, D., Al-Yagon, M., Berkowitz, R., Apter., A., & Mikulincer, M. (2015). Victimization by bullying and attachment to parents and teachers among students with learning disorders and/or attention deficit hyperactivity disorder. Learning Disability Quarterly. 

Al-Yagon, M. (2016). Perceived close relationships with parents, teachers, and peers: Predictors of social, emotional, and behavioral functioning in adolescents with LD or comorbid LD and ADHD. Journal of Learning Disabilities

Al-Yagon, M., Kopelman-Rubin, D., Brunstein Klomek, A., & Mikulincer, M. (2016). Four-model approach to adolescent-parent attachment relationships and adolescents' loneliness, school belonging, and teacher appraisal. Personal Relationships.

Al-Yagon, M. & Margalit, M. (2016). Specific learning disabilities: The Israeli perspective. Learning Disabilities: A Contemporary Journal, 14(1), 39-51

.Al-Yagon, M, Aram. D., & Margalit, M. (2016).  Early childhood inclusion in Israel. Infants and Young Children, 29(3), 205-213

Al-Yagon, M. & Margalit, M. (2016).  Specific learning disorder. Entry into R.J.R. Levesque (Ed),Encyclopedia of Adolescence, 2nd edition. Springer International Publishing: Switzerland 

Idan O., Eriksson, M., & Al-Yagon, M. (2016). The Contribution of Generalized Resistance Resources in Understanding Sense of Coherence. In M. Mittlemark (Ed.). Handbook of Salutogenesis: Past, Present and Future (pp. 57-69). New York: Springer.

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