About me
What is the connection between the brain and the mind? What drives human behavior? What conditions do human beings need in order to thrive and feel meaning? These questions at the intersection of biology and psychology, have always intrigued me, even though I started trying to answer them relatively late in life, when I enrolled for a BA in psychology and special education at the Tel-Aviv University at the age of 28.
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In 2008, I enrolled joined the university's master’s program in biological psychology, and then transferred to a direct doctoral track. During my doctorate, I researched how early childhood stress negatively affects brain development and increases the risk of developing schizophrenia and depression. Throughout my doctoral studies, I discovered I greatly enjoyed teaching people about the human brain. I noticed, that when people understand how their brain works, they develop awareness and a deep understanding of the mental, emotional and behavioral patterns that drive them. This understanding, combined with simple practical tools, enables them to change these patterns and significantly improve their quality of life and mental well-being.​​​
In 2015, I joined The Purple School Program at the Sagol Center for Brain and mind (Reichman University). The Purple School Program develops and delivers mindfulness-based social-emotional interventions in schools and municipalities across Israel. In my work, I had the privilege of working with thousands of educators and mental health professionals, exposing them to cutting edge research-based knowledge and practical tools from the fields of brain research, education, psychology, and mindfulness through courses, professional development workshops, and lectures I developed and led, including a multi-year professional development program for senior staff at the Counseling Psychological Service of the Israeli Ministry of Education.
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Alongside my work at The Purple School Program, I taught brain research and psychology classes at Reichman University, Tel Aviv University, The Open University and The Academic College of Tel Aviv-Jaffa. As in my work at The Purple School Program, so in my academic teaching, I ensured that my courses connected theoretical knowledge to our shared human daily experiences and gave practical insights, enabling the thousands of students who studied with me over the years to develop not only academically but also personally.
​​After many years in research and teaching, I turned to the field of counselling and completed a training program as a low-intensity CBT (liCBT) counsellor at the Wingate Academic College. CBT, or Cognitive Behavioral Therapy, is a research-based treatment method that is considered one of the most effective psychological therapies for anxiety and depression (you can read more about the method and its principles here). liCBT is based on CBT principles and focuses on treating mild to moderate depression, various anxiety disorders and phobias, procrastination, low self-esteem, perfectionism and anger management (you can read more about the difference between CBT and liCBT here).
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Currently, I live in Switzerland and work as a liCBT counsellor. I continue to work as a consultant for educational organizations interested in integrating practical knowledge and tools of brain research, education, psychology, and mindfulness. I also offer lectures and workshops in these fields for companies, organizations, and individuals.​
Scientific publications
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Albelda, N., & Weiner, I. (in preparation). The developmental course of brain, immune and behavioral abnormalities following immune activation in the lactating rat and their prevention by risperidone administered during asymptomatic period of adolescence in an animal model of sex-biased psychopathology.
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Ergas, O., Hadar, L. L., Albelda, N., & Levit-Binnun, N. (2018). Contemplative neuroscience as a gateway to mindfulness: findings from an educationally framed teacher learning program. Mindfulness, 9(6), 1723-1735.
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Arad, M., Piontkewitz, Y., Albelda, N., Shaashua, L., & Weiner, I. (2017). Immune activation in lactating dams alters sucklings' brain cytokines and produces non-overlapping behavioral deficits in adult female and male offspring: A novel neurodevelopmental model of sex-specific psychopathology. Brain, behavior, and immunity, 63, 35-49.
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Goltseker, K., Yankelevitch-Yahav R., Albelda, N., & Joel D. (2015). Signal attenuation as a rat model of obsessive-compulsive disorder. Journal of Visualized Experiments, (95), e52287. doi:10.3791/52287.
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Albelda, N. & Joel, D. (2012). Current animal models of obsessive compulsive disorder: An update. Neuroscience, 211, 83-106.
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Albelda, N. & Joel, D. (2011). Animal models of obsessive-compulsive disorder: Exploring pharmacology and neural substrates. Neurosciense and Biobehavioral reviews, 36(1), 47-63.
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Albelda, N., Bar-On, N., & Joel, D. (2010). The role of NMDA receptors in the signal attenuation rat model of obsessive-compulsive disorder. Psychopharmacology, 210(1), 13-24.
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Flaisher-Grinberg, S., Albelda, N., Gitter, L., Weltman, K., Arad, M., & Joel, D. (2009). Ovarian hormones modulate 'compulsive' lever-pressing in female rats. Horm Behav, 55(2), 356-365.