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Caroline Bond
Caroline Bond
Senior Lecturer, University of Manchester
Verified email at manchester.ac.uk
Title
Cited by
Cited by
Year
Practitioner review: The effectiveness of solution focused brief therapy with children and families: A systematic and critical evaluation of the literature from 1990–2010
C Bond, K Woods, N Humphrey, W Symes, L Green
Journal of Child Psychology and Psychiatry 54 (7), 707-723, 2013
2332013
A systematic literature review of qualitative research methods for eliciting the views of young people with ASD about their educational experiences
R Fayette, C Bond
European Journal of Special Needs Education 33 (3), 349-365, 2018
1042018
Educational interventions for children with ASD: A systematic literature review 2008–2013
C Bond, W Symes, J Hebron, N Humphrey, G Morewood, K Woods
School Psychology International 37 (3), 303-320, 2016
692016
Systematic review of Solution Focused Brief Therapy (SFBT) with children and families
K Woods, C Bond, N Humphrey, W Symes, L Green
University of Manchester, 2011
612011
What does belonging mean for young people who are International New Arrivals
H Cartmell, C Bond
Educational & Child Psychology 32 (2), 89-101, 2015
502015
The school experiences of autistic girls and adolescents: a systematic review
C Tomlinson, C Bond, J Hebron
European Journal of Special Needs Education 35 (2), 203-219, 2020
442020
How does growth mindset inform interventions in primary schools? A systematic literature review
H Savvides, C Bond
Educational Psychology in Practice 37 (2), 134-149, 2021
412021
Developing mainstream resource provision for pupils with autism spectrum disorder: Staff perceptions and satisfaction
C Bond, J Hebron
European Journal of Special Needs Education 31 (2), 250-263, 2016
402016
A systematic review of the development and psychometric properties of loneliness measures for children and adolescents
A Cole, C Bond, P Qualter, M Maes
International journal of environmental research and public health 18 (6), 3285, 2021
392021
Educating persons with autistic spectrum disorder–A systematic literature review
C Bond, W Symes, J Hebron, N Humphrey, G Morewood
The National Council for Special Education,[NCSE] 20, 1-246, 2016
392016
Developing mainstream resource provision for pupils with autism spectrum disorder: Parent and pupil perceptions
J Hebron, C Bond
European Journal of Special Needs Education 32 (4), 556-571, 2017
372017
An exploration of primary to secondary school transition planning for children with Down’s syndrome
L Lightfoot, C Bond
Educational Psychology in Practice 29 (2), 163-179, 2013
372013
The role of school psychologists in child protection and safeguarding
K Woods, C Bond, K Tyldesley, P Farrell, N Humphrey
School Psychology International 32 (4), 361-376, 2011
362011
What do we know about home education and autism? A thematic synthesis review
S O’Hagan, C Bond, J Hebron
Research in Autism Spectrum Disorders 80, 101711, 2021
342021
A qualitative study of specialist schools’ processes of eliciting the views of young people with autism spectrum disorders in planning their transition to adulthood
R Fayette, C Bond
British journal of special education 45 (1), 5-25, 2018
312018
A UK and Ireland survey of educational psychologists’ intervention practices for students with autism spectrum disorder
L Robinson, C Bond, J Oldfield
Educational Psychology in Practice 34 (1), 58-72, 2018
282018
The relationship between motor skills difficulties and self-esteem in children and adolescents: A systematic literature review
K Lodal, C Bond
Educational Psychology in Practice 32 (4), 410-423, 2016
282016
The effectiveness of SFBT with children, schools and families: a systematic and critical review of the literature from 1990-2010.
C Bond, K Woods, N Humphrey, W Symes
Journal of Child Psychology and Psychiatry 54 (7), 707-723, 2013
282013
Mental health needs in schools for emotional, behavioural and social difficulties
L Hackett, L Theodosiou, C Bond, C Blackburn, F Spicer, R Lever
British Journal of Special Education 37 (3), 148-155, 2010
282010
Linking regulation of practitioner school psychology and the United Nations Convention on the Rights of the Child: The need to build a bridge
K Woods, C Bond
School Psychology International 35 (1), 67-84, 2014
232014
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