Dr Paul Rees
Associate Professor
Public Health, Policy and Social Sciences
Telephone: (01792) 602948

 

  • Doctorate in Psychology (University of Manchester)
  • Master of Science (Distinction): Clinical Paediatric Neuropsychology (UCL)
  • Master of Education (Distinction): Educational Psychology (Swansea University)
  • Bachelors (Honours): Psychology (Bangor University)
  • PGCE: State school teaching (Swansea University)
  • Quality Assurance Award (Institute of Leadership and Management).



Dr Rees is:

  • a registered Expert Witness (British Psychological Society)
  • a registered practising psychologist (Health & Care Professions Council)
  • a chartered (practising) psychologist (British Psychological Society) 
  • co-chair of the International Crisis Response Network of psychologists.

 

Areas of Expertise

  • Clinical Paediatric Neuropsychology
  • Educational and Child Psychology
  • Teaching (State school) and education
  • Social work education and training
  • Safeguarding and child protection
  • Looked after children (children in the care of the State)

Publications

  1. & The emergence of neuroscientific evidence on brain plasticity: implications for educational practice.. Educational and Child Psychology 33(1), 8-19.
  2. & Theories underpinning kinship care.. In Horton, J and Pyer, M (Ed.), Children, Young People and Care. (pp. 44-57). Routledge.
  3. & Improving well-being and outcomes for looked after children in Wales: a context sensitive review of interventions. Adoption & Fostering 40(4), 309-324.
  4. & (2013). Outcomes for Young People Leaving Foster Care: A literature and data review on the effects of age of exit..
  5. & The Health Literacy of Children Who are ‘Looked After’ by the State. Health Literacy: Developments, Issues and Outcomes, 189-200.

See more...

Teaching

  • ASQ104 Human Growth and Development

    This module explores human growth and development (HG&D) over the life-course. It highlights why a sound knowledge and understanding of HG&D is essential for effective practice. Traditional approaches to understanding HG&D are explored. The Life Course Approach to HG&D is introduced as an example of a theoretical paradigm that is able to facilitate inter-professional dialogue. Key concepts such as `plasticity¿ and `personal agency¿, which help to describe HG&D phenomenon are considered. The implications for practice are integrated throughout the module.

  • ASQ301 Critical Practice in Child Care

    The module draws together aspects of earlier modules that have looked at the law, theory, social work practice and values and applies them to children in particular sets of circumstances. Child protection, `looked after children¿, the Integrated Children¿s System and youth justice will receive particular attention.

  • EDN102 Education Across the Lifespan

    This module will introduce students to various contexts for education across the lifespan. This will include formal and informal contexts for learning. Educational practice will be considered from a historical perspective, beginning with schooling and teaching. The changing nature of education and the variety of different professionals, working in the sector, will then be examined. The module will include guest speakers from the education sector, discussing current and future developments and the impact of these on educational practice. Students will be encouraged to reflect on their understanding of education and the range of contexts in which this can occur across the lifespan.

  • EDN203 Additional Learning Needs

    This module considers how additional learning needs (ALN) and special educational needs (SEN) are defined within legislation, statutory regulations and guidance. Current ALN/SEN policy and practice is explored. Implications of divergence in practice between Wales and the rest of the United Kingdom are considered. The module provides an opportunity to study the prevalence, etiology and management of a range of ALN/SEN. Contentious ALN/SEN related issues are highlighted and discussed.

  • EDN302 Educational Neuroscience

    This module provides an introduction to the rapidly growing field of neuroscience and considers the implications for educational practice. Definitions of neuroscience and allied terms are presented and discussed. Students are provided with the foundational knowledge on neuroanatomy and neuroimaging that they need to in order to understand and evaluate neuroscientific literature. The contribution neuroscientific research is making to our understanding of specific areas of human functioning, for example, learning, memory, speech, language, executive functioning, attention, literacy, numeracy, socialisation and behaviour, is examined. Consideration is given to generic and specialised educational programmes that purport to draw on neuroscientific knowledge. The module helps students to understand and appraise the ongoing debate on the utility of neuroscience in education.

  • SHHM34 Case Studies in Applied Social Research: Social Work

    The module examines key issues in research on social work and social care by presenting a series of case studies illustrating various research methods applied in these areas.

  • SW-M03 Critical Practice in Child Care and Law

    The central premise of this module is that for practitioners to undertake critical practice they must first develop `criticality¿; an open stance that enables the practitioner to reflect on the context of practice, their own experiences and values as well as the differing perspectives of others. `Criticality¿ is promoted through, for example, personal reflection, reading, research, discussion, debate and analysis. During the module students are encouraged to critically reflect on a wide range of issues together with staff, visiting practitioners, service users and peers. The order in which topics and issues are introduced is arranged so that students are able to gain an understanding of the wider context of child care practice before working through complex case studies of individual children. Students begin by examining international, national and regional child care issues. They then examine key child care legislation and policy before focusing on safeguarding and, in particular, child protection. Specific topics relating to childhood vulnerability are then considered, for example, `State accommodation¿/adoption of children, `youth justice¿ and `asylum seeking children¿. Special attention is given to preventative social work.

  • SW-M07 Dissertation in Social Work Research and Evidence for Practice

    This module encourages the development of research mindedness and prepares students for evidence informed practice by way of a self directed dissertation study into an area of social work interest. Students will be expected to work independently with guided supervision to produce a small-case research project (document and literature-based) into a chosen area of interest relevant to social work audiences and professional practice. Students will be nominated a supervisor to support their learning and guide their research over the course of the academic session.

  • SW-M07W Traethawd Estynedig mewn Ymchwil Gwaith Cymdeithasol a Thystiolaeth ar gyfer Ymarfer

    Mae'r modiwl hwn yn annog myfyrwyr i ddatblygu meddylfryd ymchwil ac yn eu paratoi ar gyfer ymarfer a gyfeirir gan dystiolaeth ar ffurf traethawd hir hunangyfeiriedig ar faes o ddiddordeb gwaith cymdeithasol. Disgwylir i fyfyrwyr weithio'n annibynnol dan arweiniad goruchwyliaeth er mwyn cynhyrchu prosiect ymchwil graddfa fach (yn seiliedig ar ddogfennau a llenyddiaeth) mewn maes o ddiddordeb a ddewiswyd sy'n berthnasol i gynulleidfaoedd gwaith cymdeithasol ac ymarfer proffesiynol. Enwebir goruchwylydd i fyfyrwyr i gefnogi eu dysgu a thywys eu hymchwil yn ystod y sesiwn academaidd.

Supervision

  • An Investigation of Paramedics' attitudes and understanding in relation to the safeguarding of children in their daily practice (current)

    Student name:
    PhD
    Other supervisor: Dr Darren Edwards
    Other supervisor: Dr Ruth Davies
  • Multi Agency Working with Substance misusing families: The effectiveness of prevention and early Intervention Services (current)

    Student name:
    PhD
    Other supervisor: Prof Simon Dymond
  • Untitled (current)

    Student name:
    PhD
    Other supervisor: Dr Peter King
    Other supervisor: Dr Justine Howard
  • An exploration of placement outcomes in kinship care with a view to informing decision making in care planning. (current)

    Student name:
    PhD
    Other supervisor: Dr Tracey Maegusuku-Hewett
  • Embedding Children;s Rights in Public Health (working title) (current)

    Student name:
    PhD
    Other supervisor: Dr Simon Hoffman
    Other supervisor: Prof Ann John
  • Evaluating Current Clinical Practise and Involvment of Parents to Improve the Clinical Outcomes in the Treatment of Children with Cerebral Palsy using the BOBATH Approach (current)

    Student name:
    PhD
    Other supervisor: Dr Gareth Noble
    Other supervisor: Dr Melanie Healy
    Other supervisor: Dr Alice Hoon
  • 'The experience and impact of supervised birth family contact with ‘looked after children’: perspectives, roles and purposeful use' (awarded 2017)

    Student name:
    PhD
    Other supervisor: Prof Simon Dymond