Dr Ruth Gwernan-Jones
Complex Intervention Research Fellow

Key publications | Publications by category | Publications by year

Key publications



Gwernan-Jones R, Moore DA, Cooper P, Russell AE, Richardson M, Rogers M, Thompson-Coon J, Stein K, Ford TJ, Garside R, et al (2016). A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder. Emotional and Behavioural Difficulties, 21(1), 83-100. Abstract. DOI.
Moore DA, Richardson M, Gwernan-Jones R, Thompson-Coon J, Stein K, Rogers M, Garside R, Logan S, Ford TJ (2015). Non-Pharmacological Interventions for ADHD in School Settings: an Overarching Synthesis of Systematic Reviews. J Atten Disord Abstract.  Author URL.  Full text. DOI.
Richardson M, Moore DA, Gwernan-Jones R, Thompson-Coon J, Ukoumunne O, Rogers M, Whear R, Newlove-Delgado TV, Logan S, Morris C, et al (2015). Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: Systematic reviews of quantitative and qualitative research. Health Technology Assessment, 19(45). Abstract.  Full text. DOI.

Publications by category


Journal articles

Gwernan-Jones RC, Macmillan P, Norwich B (2018). A pilot evaluation of the reading intervention ‘Own-voice Intensive Phonics’. Journal of Research in Special Educational Needs Abstract.  Full text. DOI.
Gwernan-Jones R, Moore DA, Cooper P, Russell AE, Richardson M, Rogers M, Thompson-Coon J, Stein K, Ford TJ, Garside R, et al (2016). A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder. Emotional and Behavioural Difficulties, 21(1), 83-100. Abstract. DOI.
Coon JT, Gwernan-Jones R, Moore D, Richardson M, Shotton C, Pritchard W, Morris C, Stein K, Ford T (2016). End-user involvement in a systematic review of quantitative and qualitative research of non-pharmacological interventions for attention deficit hyperactivity disorder delivered in school settings: reflections on the impacts and challenges. Health expectations : an international journal of public participation in health care and health policy, 19(5), 1084-1097. Abstract.  Full text. DOI.
Moore DA, Gwernan-Jones R, Richardson M, Racey D, Rogers M, Stein K, Thompson-Coon J, Ford TJ, Garside R (2016). The experiences of and attitudes toward non-pharmacological interventions for attention-deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research. Emotional and Behavioural Difficulties, 21(1), 61-82. Abstract.  Full text. DOI.
Parker C, Paget A, Ford T, Gwernan-Jones R (2016). ‘.he was excluded for the kind of behaviour that we thought he needed support with…’ a qualitative analysis of the experiences and perspectives of parents whose children have been excluded from school. Emotional and Behavioural Difficulties, 21(1), 133-151. Abstract.  Full text. DOI.
Gwernan-Jones R, Moore DA, Garside R, Richardson M, Thompson-Coon J, Rogers M, Cooper P, Stein K, Ford T (2015). ADHD, parent perspectives and parent-teacher relationships: Grounds for conflict. British Journal of Special Education, 42(3), 279-300. Abstract.  Full text. DOI.
Moore DA, Richardson M, Gwernan-Jones R, Thompson-Coon J, Stein K, Rogers M, Garside R, Logan S, Ford TJ (2015). Non-Pharmacological Interventions for ADHD in School Settings: an Overarching Synthesis of Systematic Reviews. J Atten Disord Abstract.  Author URL.  Full text. DOI.
Richardson M, Moore DA, Gwernan-Jones R, Thompson-Coon J, Ukoumunne O, Rogers M, Whear R, Newlove-Delgado TV, Logan S, Morris C, et al (2015). Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: Systematic reviews of quantitative and qualitative research. Health Technology Assessment, 19(45). Abstract.  Full text. DOI.
Norwich B, Ylonen A, Gwernan-Jones R (2014). Moderate learning difficulties: Searching for clarity and understanding. Research Papers in Education, 29(1), 1-19. Abstract. DOI.
Moore D, Gwernan-Jones R, Wooding E, Richardson M (2014). School-based approaches to supporting young people with ADHD: a summary of two systematic reviews. ADHD in Practice, 6(4), 4-7.
Russell G, Norwich B, Gwernan-Jones R (2012). When diagnosis is uncertain: Variation in conclusions after psychological assessment of a six-year-old child. Early Child Development and Care, 182(12), 1575-1592. Abstract. DOI.
Gwernan-Jones R, Burden RL (2010). Are they just lazy? Student teachers' attitudes about dyslexia. Dyslexia (Chichester, England), 16(1), 66-86. Abstract. DOI.

Chapters

Gwernan-Jones RC (2014). Pedagogy for Pupils in the Moderate Learning Difficulty--Low Attainment Spectrum. In Norwich B, Jones J (Eds.) Lesson Study: Making a Difference to Teaching Pupils with Learning Difficulties, 34-56.
Gwernan-Jones RC, Burden RL (2012). Making Sense of Dyslexia: the Conceptual, Emotional and Social Reactions of Dyslexic People to their Learning Difficulties. In Alexander-Passe N (Ed) Dyslexia and Mental Health: Investigations from Differing Perspectives, New York: Nova Publishers.
Gwernan-Jones RC (2012). Socio-emotional aspects of dyslexia: we’re all in this together. In Brunswick N (Ed) Supporting Dyslexic Adults in Higher Education and the Work Place, Oxford: Wiley-Blackwell, 13-21.

Conferences

Gwernan-Jones RC, Baker E, Cox M, Gill L, McCabe C, Retzer A, Planner C, Plappert H, Pinfold V, Reilly S, et al (2017). PARTNERS collaborative care for people with psychosis in the UK: Using tape assisted recall to explore practitioner—client interactions. Communication, Medicine, and Ethics (COMET) Conference. Indianapolis, Indiana, USA. 26th Jun 2017 - 28th Jan 2018. Abstract.  Full text.
Gwernan-Jones RC (2014). The dynamics of individual deficit vs. social attributions for dyslexia, and agency for dyslexic adults. 9th International Conference of the British Dyslexia Association. Guildford. 27th - 29th Mar 2014. Abstract.
Gwernan-Jones RC, Ford T, Richardson M, Moore D, Stein K, Garside R, Thompson-Coon J, Rogers M, Whear R, Newlove-Delgado T, et al (2013). Review of non-pharmacological interventions for ADHD delivered in school settings. Faculty of Child & Adolescent Psychiatry Annual Meeting. Edinburgh. 18th - 20th Sep 2013. Abstract.
Gwernan-Jones RC, Burden, RL (2011). Making Sense of Dyslexia: Meaning-making and its relationship to the development of positive self-perceptions and coping skills. 8th International Conference of the British Dyslexia Association. Harrogate. 2nd - 4th Jun 2011. Abstract.

Reports

Gwernan-Jones RC (2008). Identity & Disability: a review of the current state and developing trends. Department for Children, Schools and Families.  Abstract.

Publications by year



2018

Gwernan-Jones RC, Macmillan P, Norwich B (2018). A pilot evaluation of the reading intervention ‘Own-voice Intensive Phonics’. Journal of Research in Special Educational Needs Abstract.  Full text. DOI.

2017

Gwernan-Jones RC, Baker E, Cox M, Gill L, McCabe C, Retzer A, Planner C, Plappert H, Pinfold V, Reilly S, et al (2017). PARTNERS collaborative care for people with psychosis in the UK: Using tape assisted recall to explore practitioner—client interactions. Communication, Medicine, and Ethics (COMET) Conference. Indianapolis, Indiana, USA. 26th Jun 2017 - 28th Jan 2018. Abstract.  Full text.

2016

Gwernan-Jones R, Moore DA, Cooper P, Russell AE, Richardson M, Rogers M, Thompson-Coon J, Stein K, Ford TJ, Garside R, et al (2016). A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder. Emotional and Behavioural Difficulties, 21(1), 83-100. Abstract. DOI.
Coon JT, Gwernan-Jones R, Moore D, Richardson M, Shotton C, Pritchard W, Morris C, Stein K, Ford T (2016). End-user involvement in a systematic review of quantitative and qualitative research of non-pharmacological interventions for attention deficit hyperactivity disorder delivered in school settings: reflections on the impacts and challenges. Health expectations : an international journal of public participation in health care and health policy, 19(5), 1084-1097. Abstract.  Full text. DOI.
Moore DA, Gwernan-Jones R, Richardson M, Racey D, Rogers M, Stein K, Thompson-Coon J, Ford TJ, Garside R (2016). The experiences of and attitudes toward non-pharmacological interventions for attention-deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research. Emotional and Behavioural Difficulties, 21(1), 61-82. Abstract.  Full text. DOI.
Parker C, Paget A, Ford T, Gwernan-Jones R (2016). ‘.he was excluded for the kind of behaviour that we thought he needed support with…’ a qualitative analysis of the experiences and perspectives of parents whose children have been excluded from school. Emotional and Behavioural Difficulties, 21(1), 133-151. Abstract.  Full text. DOI.

2015

Gwernan-Jones R, Moore DA, Garside R, Richardson M, Thompson-Coon J, Rogers M, Cooper P, Stein K, Ford T (2015). ADHD, parent perspectives and parent-teacher relationships: Grounds for conflict. British Journal of Special Education, 42(3), 279-300. Abstract.  Full text. DOI.
Moore DA, Richardson M, Gwernan-Jones R, Thompson-Coon J, Stein K, Rogers M, Garside R, Logan S, Ford TJ (2015). Non-Pharmacological Interventions for ADHD in School Settings: an Overarching Synthesis of Systematic Reviews. J Atten Disord Abstract.  Author URL.  Full text. DOI.
Richardson M, Moore DA, Gwernan-Jones R, Thompson-Coon J, Ukoumunne O, Rogers M, Whear R, Newlove-Delgado TV, Logan S, Morris C, et al (2015). Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: Systematic reviews of quantitative and qualitative research. Health Technology Assessment, 19(45). Abstract.  Full text. DOI.

2014

Norwich B, Ylonen A, Gwernan-Jones R (2014). Moderate learning difficulties: Searching for clarity and understanding. Research Papers in Education, 29(1), 1-19. Abstract. DOI.
Gwernan-Jones RC (2014). Pedagogy for Pupils in the Moderate Learning Difficulty--Low Attainment Spectrum. In Norwich B, Jones J (Eds.) Lesson Study: Making a Difference to Teaching Pupils with Learning Difficulties, 34-56.
Moore D, Gwernan-Jones R, Wooding E, Richardson M (2014). School-based approaches to supporting young people with ADHD: a summary of two systematic reviews. ADHD in Practice, 6(4), 4-7.
Gwernan-Jones RC (2014). The dynamics of individual deficit vs. social attributions for dyslexia, and agency for dyslexic adults. 9th International Conference of the British Dyslexia Association. Guildford. 27th - 29th Mar 2014. Abstract.

2013

Gwernan-Jones RC, Ford T, Richardson M, Moore D, Stein K, Garside R, Thompson-Coon J, Rogers M, Whear R, Newlove-Delgado T, et al (2013). Review of non-pharmacological interventions for ADHD delivered in school settings. Faculty of Child & Adolescent Psychiatry Annual Meeting. Edinburgh. 18th - 20th Sep 2013. Abstract.

2012

Gwernan-Jones RC, Burden RL (2012). Making Sense of Dyslexia: the Conceptual, Emotional and Social Reactions of Dyslexic People to their Learning Difficulties. In Alexander-Passe N (Ed) Dyslexia and Mental Health: Investigations from Differing Perspectives, New York: Nova Publishers.
Gwernan-Jones RC (2012). Socio-emotional aspects of dyslexia: we’re all in this together. In Brunswick N (Ed) Supporting Dyslexic Adults in Higher Education and the Work Place, Oxford: Wiley-Blackwell, 13-21.
Russell G, Norwich B, Gwernan-Jones R (2012). When diagnosis is uncertain: Variation in conclusions after psychological assessment of a six-year-old child. Early Child Development and Care, 182(12), 1575-1592. Abstract. DOI.

2011

Gwernan-Jones RC, Burden, RL (2011). Making Sense of Dyslexia: Meaning-making and its relationship to the development of positive self-perceptions and coping skills. 8th International Conference of the British Dyslexia Association. Harrogate. 2nd - 4th Jun 2011. Abstract.

2010

Gwernan-Jones R, Burden RL (2010). Are they just lazy? Student teachers' attitudes about dyslexia. Dyslexia (Chichester, England), 16(1), 66-86. Abstract. DOI.

2008

Gwernan-Jones RC (2008). Identity & Disability: a review of the current state and developing trends. Department for Children, Schools and Families.  Abstract.