פרופ' אל-יגון מיכל

תנועה ומחול
תל אביב, טולוז 25
050-5500506
אזור הטיפול:
מרכז
שפת הטיפול:
עברית
מגדר:
אישה
מעמד בי.ה.ת:
חבר
מעניק טיפולים מוזלים לסטודנטים

פרופ' מיכל אל-יגון

טיפול בתנועה ופסיכותרפיה

בעלת תואר שלישי מאוניברסיטת תל-אביב

בוגרת התוכנית התלת-שנתית לטיפול בתנועה (אוניברסיטת חיפה) והתוכנית התלת-שנתית לפסיכותרפיה פסיכואנליטית (אוניברסיטת בר-אילן)

הכשרת EMDR

התמחות בטיפול בילדים ומתבגרים עם לקויות ובני משפחותיהם

הדרכת הורים והצוותים החינוכיים

מאמרים/ספרים שכתבתי

Selected publications

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

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

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. (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. (2014). Child-mother and child-father attachment security: Links to internalizing adjustment among children with learning disabilities. Child Psychiatry and Human Development, 45(1), 119-131

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. (2016). Introduction to the special issue. Adolescents and young adults with LD and/or ADHD: Theoretical, empirical, and practical perspectives. Journal of Learning Disabilities, 49(6), 563-566.

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, 49(6), 597-615. doi:10.1177/0022219415620569

Al-Yagon, M. (2018). Models of child-parent attachment in ADHD: Links to executive functions. Personal Relationships, 25, 280-298.

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

Al-Yagon, M., & Margalit, M. (2001). Special and inclusive education in Israel. Mediterranean Journal of Educational Studies, 6, 93-112.

Al-Yagon, M., & Margalit, M. (2002). Relations between mothers’ sense of coherence, children’s experience of loneliness and family climate profiles among kindergartners at-risk for developing learning disabilities. Thalamus, 20, 40-49.

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., & 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., & Margalit, M. (2011). Children with Down syndrome: Parents' perspectives. 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., & 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.

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., & 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.

Al-Yagon, M., & Margalit, M. (2018). Hope and coping in individuals with specific learning disorder. In Lopez, S., & Gallagher, M. (Eds.), Oxford handbook of hope (pp. 243-255). New York: Oxford University Press.

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, 111-12311.

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., 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., Forte, D., & Avrahami, L. (in press). Executive functions and attachment relationships in children with ADHD: Links to Externalizing/internalizing problems, social skills, and negative mood regulation. Journal of Attention Disorders. doi:10.1177/1087054717730608

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, 23, 141-158. doi:10.1111/pere.12116

Brunstein Klomek, A., Kopelman-Rubin, D., Al-Yagon, M., Mufson, L., Apter., A., Lowenshuss Erlich, I., & Mikulincer, M. (2013). Changes in attachment representations during an open trial of a psychological intervention for adolescents with learning disorders. Adolescent Psychiatry, 3(4), 329-335.

Idan, O., Eriksson, M., & Al-Yagon, M. (2017). 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.

Ingber, S., Al-Yagon, M., & 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(5), 351-369.

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.