Dr Gerard Riley BA, MPhil, PhD

Dr Gerard Riley

School of Psychology
Senior Academic Tutor

Contact details

University of Birmingham
B15 2TT

I am a Clinical Psychologist.  I work in neuropsychological rehabilitation, both in clinical practice and in research.  Research interests include family relationships in acquired brain injury and dementia, errorless learning, and the coping responses of those with an acquired brain injury (particularly self-identity).


B.A. (Oxford); B.A. (Liverpool); M.Phil. (London); PhD.


Dr Riley teaches on the Clinical Psychology doctorate programme.


  • Neuropsychological rehabilitation of memory – errorless learning, method of vanishing cues
  • Family issues in dementia and acquired brain injury – relationship continuity/discontinuity, family engagement in rehabilitation, family expectations
  • Psychological reactions of those with acquired brain injury – anxiety-related avoidance, stigma, acceptance, continuity/discontinuity of self-identity 
  • Sexual health - cognitive, social and cultural factors that influence safe/unsafe sexual behaviour in the context of HIV and other STDs


Google Scholar:  http://scholar.google.co.uk/citations?hl=en&user=8lRpTvsAAAAJ&view_op=list_works&is_public_preview=1

Research Gate:  https://www.researchgate.net/profile/Gerard_Riley/?ev=hdr_xprf

Riley, G.A. (in press).  Relationship continuity/discontinuity - a framework for looking at the role of relationships in the experience of living with dementia. American Journal of Alzheimer’s Disease and Other Dementias.

Riley, G.A., Achiampong, J., Hillberg, T., & Oyebode, J.R. (in press). Relationship continuity and person-centred care in how spouses make sense of challenging care needs in dementia. Aging and Mental Health. doi: 10.1080/13607863.2018.1531380

Hagger, B.F., & Riley, G.A. (in press). The social consequences of stigma-related self-concealment after acquired brain injury.  Neuropsychological Rehabilitation, doi: 10.1080/09602011.2017.1375416

Riley, G.A., Evans, L., & Oyebode, J.R. (2018).  Relationship continuity and emotional well-being in spouses of people with dementia. Aging and Mental Health, 22 (3), 299-305. doi: 10.1080/13607863.2016.1248896

Villa, D., & Riley, G.A. (2017). Partners’ experiences of relationship continuity in acquired brain injury.  Cogent Psychology (on-line journal), 4: 1380891.  doi: 10.1080/23311908.2017.1380891

Riley, G.A. (2016).  The partner’s experience of traumatic brain injury and its recovery. Concussion (on-line journal).doi:  10.2217/cnc-2016-0012

Riley, G.A., & Balloo, S. (2016). Maternal narratives about their child’s identity following acquired brain injury. Cogent Psychology 3: 1154308. doi: 10.1080/23311908.2016.1154308

Bodley-Scott, S.E.M., & Riley, G.A. (2015). How partners experience personality change after traumatic brain injury – its impact on their emotions and their relationship.  Brain Impairment, 16 (3), 205-220. doi: 10.1017/BrImp.2015.22

Riley, G.A. & Hagger, B.F. (2015). Disclosure of a stigmatized identity: A qualitative study of the reasons why people choose to tell or not tell others about their traumatic brain injury, Brain Injury, 29 (12), 1480-1489. doi: 10.3109/02699052.2015.1071427

Riley, G.A., Hough, A., Meader, L., & Brennan, A.J. (2015).  The course and impact of family optimism in the post-acute period after acquired brain injury.  Brain Injury, 29, 804-812. 10.3109/02699052.2015.1004754

Riley, G.A. & Venn, P. (2015). A comparison of automatic and intentional instructions when using the method of vanishing cues in acquired brain injury. Neuropsychological Rehabilitation, 25, 53-81. doi: 10.1080/09602011.2014.941294

Ellis-Gray, S.L., Riley, G.A., & Oyebode, J.R. (2014). Development and psychometric evaluation of an observational coding system measuring person-centred care in spouses of people with dementia. International Psychogeriatrics, 26, 1885-1895.  doi: 10.1017/S104161021200174313.   Riley, G.A., Fisher, G., Hagger, B.F., Elliott, A., Le Serve, H., & Oyebode, J.R. (2013).  The Birmingham Relationship Continuity Measure: The development and evaluation of a measure of the perceived continuity of spousal relationships in dementia. International Psychogeriatrics, 25, 263-274. doi:10.1017/S1041610212001743

Baah-Odoom, D., & Riley, G.A. (2013).  The role HIV-related blame and stigmatisation play in risk perception, self efficacy and sexual behaviour among students in Ghana. IFE PsychologIA, 21, 284-303.

Baah-Odoom, D., & Riley, G.A. (2012). Expanding the theory of planned behaviour: The influence of personal norms on condom use amongst young people in Ghana. Journal of Social Science and Public Policy, 4, 80-91.

Riley, G.A., & Baah-Odoom, D. (2012). Belief in a just world, generalized self-efficacy and stigma may contribute to unsafe sexual intentions via a reduced perception of vulnerability to HIV/AIDS amongst young people in Ghana. AIDS Care, 24, 642-648.

Riley, G.A., Dennis, R.K., & Powell, T.E. (2010). Evaluation of coping resources and self-esteem as moderators of the relationship between threat appraisals and avoidance of activities after traumatic brain injury. Neuropsychological Rehabilitation, 20, 869-882. 

Riley, G.A., & Baah-Odoom, D. (2010). Do stigma, blame and stereotyping contribute to unsafe sexual behaviour? A test of claims about the spread of HIV/AIDS arising from social representation theory and the AIDS risk reduction model. Social Science and Medicine, 71, 600-607. 

Walters, A.H., Oyebode, J.R., & Riley, G.A. (2010). The dynamics of continuity and discontinuity for women caring for a spouse with dementia. Dementia:The International Journal of Social Research and Practice, 9, 169-189.  

Shah, P., Hull, T., & Riley, G.A. (2009). Associations between the Illness Perception Questionnaire for Schizophrenia and engagement in treatment in a secure setting. Clinical Psychologist, 13, 69-74. 

Lloyd, J., Riley, G.A., & Powell, T.E. (2009). Errorless learning of novel routes through a virtual town in people with acquired brain injury. Neuropsychological Rehabilitation, 19, 98-109. 

Shaw, D. & Riley, G.A. (2008). The impact on parents of developments in the care of children with bleeding disorders. Haemophilia, 14, 65-67. 

Riley, G.A., (2007). Stress and depression in family carers following traumatic brain injury: the influence of beliefs about difficult behaviours. Clinical Rehabilitation, 21, 82-88. 

Riley, G.A., Brennan, A.J., & Powell, T., (2004). Threat appraisal and avoidance after traumatic brain injury: Why and how often are activities avoided? Brain Injury, 18, 871-888.

Riley, G.A., Sotiriou, D., & Jaspal, S., (2004). Which is more effective in promoting implicit and explicit memory: The method of vanishing cues or errorless learning without fading? Neuropsychological Rehabilitation, 14, 257-283. 

Riley, G.A., & Simmonds, L.V., (2003). How robust is performance on the NART following traumatic brain injury? British Journal of Clinical Psychology, 42, 319-328. 

Riley, G.A., Brown, K., & Searle, C., (2003). Are information packs useful in community rehabilitation? British Journal of Therapy and Rehabilitation, 10, 110-114. 

Riley, G.A., & Heaton, S., (2000). Guidelines for the selection of a method of fading cues. Neuropsychological Rehabilitation, 10, 133-149. 

Riley, G.A., & Holding, D., (2000). Tackling a fear of falling using graded exposure. Physiotherapy, 86, 143-145. 

Riley, G.A., (1998). Some guidelines for the use of stimulus modifications in teaching response topography to people with developmental disabilities.  Journal of Developmental and Physical Disabilities, 10, 153-165. 

Riley, G.A., (1996). The effectiveness of stimulus modification procedures in teaching response topography to individuals with severe developmental disability. Behavioural and Cognitive Psychotherapy, 24, 371-375. 

Riley, G.A., (1995). Guidelines for devising a hierarchy when fading response prompts. Education and Training in Mental Retardation and Developmental Disabilities, 30, 231-242. 

Riley, G.A., (1990). Prompting strategies for those with a severe mental handicap: A comparison of procedures using only response prompts with a procedure combining stimulus and response prompts. Behavioural and Cognitive Psychotherapy, 18, 193-206.

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