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/dysfunction, errorless learning, and the coping responses of those with a brain injury.


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


Dr Riley teaches on the Clinical Psychology doctorate programme.


Neuropsychological rehabilitation in acquired brain injury - errorless learning, anxiety-related avoidance of activities, disclosure

Family responses to disability – relationship continuity in dementia and acquired brain injury, family engagement in rehabilitation after acquired brain injury

Risk and 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., Evans, L., & Oyebode, J.R. (in press).  Relationship continuity and emotional well-being in spouses of people with dementia. Aging and Mental Health doi: 10.1080/13607863.2016.1248896

Riley, G.A. (2016).  The partner’s experience of traumatic brain injury and its recovery. Concussion 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 (2016) 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.

Ellis-Gray, S.L., Riley, G.A., & Oyebode, J.R. (2014). Development and psychometric evaluation of an observational coding system measuring person-centered care in spouses of people with dementia. International Psychogeriatrics, 26, 1885-1895.

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.

Baah-Odoom, D., & Riley, G.A. (2013). The role HIV-related blame and stigmatisation play on risk perception, self-efficacy and sexual behaviour among students in Ghana. IFE Psychologia: An International Journal, 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., (2005). Threat appraisals and the avoidance of activities after TBI. (conference proceedings). Brain Impairment, 6, 134-135.  

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., (1991). 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.