Dr Ruth Gwernan-Jones
Complex Intervention Research Fellow

Publications by category | Publications by year

Key publications



Gwernan-Jones RC, Moore DA, Cooper P, Russell AE, Richardson M, Rogers M, Thompson Coon J, Stein K, Ford T, Garside R, et al (In Press). A Systematic Review and Synthesis of Qualitative Research: the Influence of School Context on Symptoms of Attention Deficit Hyperactivity Disorder. Emotional and Behavioural Difficulties Abstract.

Publications by category


Journal articles

Gwernan-Jones RC, Moore DA, Cooper P, Russell AE, Richardson M, Rogers M, Thompson Coon J, Stein K, Ford T, Garside R, et al (In Press). A Systematic Review and Synthesis of Qualitative Research: the Influence of School Context on Symptoms of Attention Deficit Hyperactivity Disorder. Emotional and Behavioural Difficulties Abstract.
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 Expect, 19(5), 1084-1097. Abstract.  Author URL.  Full text. DOI.
Gwernan-Jones RC, Moore D, 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 Abstract.  Full text. DOI.
Richardson M, Moore D, Gwernan-Jones R, Thompson-Coon J, Ukoumunne O, Rogers M, Whear R, Newlove-Delgado T, 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) 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. Journal of Attention Disorders, 1-14. Abstract.  Full text. DOI.
Norwich B, Ylonen A, Gwernan-Jones R (2014). Moderate Learning Difficulties – searching for clarity and understanding. Research Papers in Education 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 RC (2012). When diagnosis is uncertain: Variation in conclusions after psychological assessment of a six year old child. Early Child Development and Care, 1575-1592.
Gwernan-Jones RC, Burden RL (2010). Are they just lazy? Student teachers' attitudes about dyslexia. Dyslexia, 16, 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 (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



In Press

Gwernan-Jones RC, Moore DA, Cooper P, Russell AE, Richardson M, Rogers M, Thompson Coon J, Stein K, Ford T, Garside R, et al (In Press). A Systematic Review and Synthesis of Qualitative Research: the Influence of School Context on Symptoms of Attention Deficit Hyperactivity Disorder. Emotional and Behavioural Difficulties Abstract.

2016

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 Expect, 19(5), 1084-1097. Abstract.  Author URL.  Full text. DOI.

2015

Gwernan-Jones RC, Moore D, 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 Abstract.  Full text. DOI.
Richardson M, Moore D, Gwernan-Jones R, Thompson-Coon J, Ukoumunne O, Rogers M, Whear R, Newlove-Delgado T, 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) 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. Journal of Attention Disorders, 1-14. 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 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 RC (2012). When diagnosis is uncertain: Variation in conclusions after psychological assessment of a six year old child. Early Child Development and Care, 1575-1592.

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 RC, Burden RL (2010). Are they just lazy? Student teachers' attitudes about dyslexia. Dyslexia, 16, 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.