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Dr Ruth Gwernan-Jones

Complex Intervention Research Fellow

7407

South Cloisters 1.40

Currently Dr Gwernan-Jones is working on the NIHR-funded programme grant, PARTNERS2, developing and evaluating a collaborative care intervention based in primary care for people with schizophrenia and bipolar disorder. The project is multi-sited from universities in Birmingham, Lancaster, Exeter and Plymouth, and led by Professor Max Birchwood in Birmingham. Dr Gwernan-Jones is particularly involved in developing the programme theory, working on qualitative aspects of the project across workstreams, and working on process evaluations for the formative evaluation of the intervention and the pilot RCT. She is line managed by Professor Nicky Britten, who is the qualitative lead for the project. For more information, see the PARTNERS2 website.

Broad research specialisms

  • Mental Health
  • Special Educational Needs
  • Identity
  • Inclusion
  • Qualitative research

Qualifications

  • PhD in Education
  • MSc in Educational Research
  • BA in Psychology

Research

Research interests

  • Mental Health
  • Special Educational Needs
  • Identity
  • Issues of Inclusion
  • Qualitative research

Currently Dr Gwernan-Jones is working on the NIHR-funded programme grant, PARTNERS2, developing and evaluating a collaborative care intervention based in primary care for people with schizophrenia and bipolar disorder. The project is multi-sited from universities in Birmingham, Lancaster, Exeter and Plymouth, and led by Professor Max Birchwood in Birmingham. Dr Gwernan-Jones is particularly involved in developing the programme theory, working on qualitative aspects of the project across workstreams, and working on the process evaluation of the pilot RCT. She is line managed by Professor Nicky Britten, who is the qualitative lead for the project. For more information, see the PARTNERS2 website.

 

Past Research

Dr Gwernan-Jones completed work on the HTA-funded project, RAIS: Review of ADHD Interventions in Schools, led by Prof Tamsin Ford, in March 2014. This was a series of systematic reviews exploring non-pharmacological interventions for ADHD in schools. It included a quantitative review of efficacy, a quantitative review of attitudes towards interventions, a qualitative review of the experience of interventions, a qualitative review of the experience of ADHD in schools and an overarching synthesis bringing these four reviews together. Dr Gwernan-Jones contributed across reviews, leading the qualitative review of the experience of ADHD in schools.

Her previous experience includes two years at the Graduate School of Education, University of Exeter, as a capacity-building research fellow, working to support the Special Educational Needs and Disability research group. In this role she developed a number of fundings bids, as well as working on funded projects such as Lesson Study and Moderate Learning Difficulties, funded by Esmee Fairbairn. She also worked for six months as a research associate on the Metafora team, a European Commission-funded project exploring the role of visual language to support dialogic collaboration between pupils through use of technology.

For her ESRC-funded PhD she looked at the experience of having difficulty learning to read and write, and how identifying oneself as dyslexic impacted this experience. She carried out life-history research with 7 dyslexic adults, mapping the way discourses of dyslexia used by the participants related to their process of making sense of their difficulties with reading and writing, by linking them to a model depicting self-perceptions and resulting actions developed by Gerber et al (1992). Discourses and links to self-perceptions and actions were mapped onto timelines for each participant in a visual language. Analysis of patterns suggests that for these participants, understanding dyslexia as a pattern of personal strengths and weaknesses, and seeking contexts that highlighted strengths and allowed weaknesses to be downplayed, was the most positive and productive way of understanding difficulties with reading and writing.

Research projects

PARTNERS2

RAIS

OVIP

METAFORA

 

Key publications | 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.
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.
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.
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.
Norwich B, Ylonen A, Gwernan-Jones R (2014). Moderate Learning Difficulties – searching for clarity and understanding. Research Papers in Education
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.

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. 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. 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. 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.

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.
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.
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.

2014

Norwich B, Ylonen A, Gwernan-Jones R (2014). Moderate Learning Difficulties – searching for clarity and understanding. Research Papers in Education
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. 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. 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. 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.

2008

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

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