Dr Paul Rees

Athro Cyswllt, Social Work

+44 (0) 1792 602948

p.g.rees@abertawe.ac.uk

120
Llawr Cyntaf
Adeilad Haldane
Campws Singleton

Ar gael ar gyfer Goruchwyliaeth Ôl-raddedig

Dolenni Ymchwil

https://orcid.org/0000-0002-7715-6914

Trosolwg

Mae gan Dr Rees;

Doethuriaeth mewn Seicoleg (Prifysgol Manceinion)
Meistr Gwyddoniaeth (Rhagoriaeth): Niwroseicoleg Bediatreg Glinigol (UCL)
Meistr Addysg (Rhagoriaeth): Seicoleg Addysg (Prifysgol Abertawe)
Baglor (Anrhydedd): Seicoleg (Prifysgol Bangor)
TAR: Addysgu ysgol y wladwriaeth (Prifysgol Abertawe)
Gwobr Sicrwydd Ansawdd (Sefydliad Arweinyddiaeth a Rheolaeth)

Dr Rees yw;

Tyst Arbenigol cofrestredig (Cymdeithas Seicolegol Prydain)
Seicolegydd gweithredol cofrestredig (Cyngor Proffesiynau Iechyd a Gofal)
Seicolegydd siartredig (gweithredol) (Cymdeithas Seicolegol Prydain)
Cyd-gadeirydd y Rhwydwaith Ymateb Argyfwng Rhyngwladol o seicolegwyr.

Meysydd Arbenigedd

Niwroseicoleg Bediatreg Glinigol
Seicoleg Addysg a Phlant
Addysgu (ysgol y wladwriaeth) ac addysg
Addysg a hyfforddiant gwaith cymdeithasol
Diogelu ac amddiffyn plant
Plant sy'n derbyn gofal (plant yng ngofal y Wladwriaeth)

Cyhoeddiadau

Uchafbwyntiau Ymchwil

Bowler, N., Phillips, C., & Rees, P. (2018). The association between imported factors and prisoners' mental health: Implications for adaptation and intervention. International Journal of Law and Psychiatry, 57, 61-66.
https://doi.org/10.1016/j.ijlp.2018.01.001, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa38140
Sheppard, M., Charles, M., Rees, P., Wheeler, M., & Williams, R. (2018). Inter-Personal and Critical-Thinking Capabilities in Those about to Enter Qualified Social Work: A Six-Centre Study. The British Journal of Social Work, 48(7), 1855-1873.
https://doi.org/10.1093/bjsw/bcx143, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa38139
Rees, P. & Munro, A. (2018). Promoting the education of looked after children: reflections of children and carers who have experienced ‘success’. Children and Young People ‘Looked After’? Education, Intervention and the Everyday Culture of Care in Wales
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa33926
Pye, J., Rees, P., & Pye, J. (2018). Factors that Promote Positive Supervised Birth Family Contact for Children in Care. Children and Young People ‘Looked After’? Education, Intervention and the Everyday Culture of Care in Wales University of Wales Press
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa40695
https://www.uwp.co.uk/book/children-and-young-people-looked-after-paperback/
Pratchett, R. & Rees, P. (2018). Exploring the educational attainment and achievement of looked after children in formal kinship care In D. Mannay, A. Rees, & L. Roberts (Eds.), Children and Young People ‘Looked After’? Education, Intervention and the Everyday Culture of Care in Wales. (In press).
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa33927

Holl Ymchwil

Erthyglau Cylchgronau

Sheppard, M., Charles, M., Rees, P., Wheeler, M., & Williams, R. (2018). Inter-Personal and Critical-Thinking Capabilities in Those about to Enter Qualified Social Work: A Six-Centre Study. The British Journal of Social Work, 48(7), 1855-1873.
https://doi.org/10.1093/bjsw/bcx143, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa38139
Bowler, N., Phillips, C., & Rees, P. (2018). The association between imported factors and prisoners' mental health: Implications for adaptation and intervention. International Journal of Law and Psychiatry, 57, 61-66.
https://doi.org/10.1016/j.ijlp.2018.01.001, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa38140
Roberts, L., Maxwell, N., Rees, P., Holland, S., & Forbes, N. (2016). Improving well-being and outcomes for looked after children in Wales: a context sensitive review of interventions. Adoption & Fostering, 40(4), 309-324.
https://doi.org/10.1177/0308575916675563, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa29941
Rees, P., Booth, R., & Jones, A. (2016). The emergence of neuroscientific evidence on brain plasticity: implications for educational practice.. Educational and Child Psychology, 33(1), 8-19.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa24203
Rees, P. & Holding, M. (2014). The Health Literacy of Children Who are ‘Looked After’ by the State. Health Literacy: Developments, Issues and Outcomes, 189-200.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa21008
Rees, P., Holland, S., & Forbes, N. (2013). Outcomes for Young People Leaving Foster Care: A literature and data review on the effects of age of exit.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa21010
Rees, P. (2013). The mental health, emotional literacy, cognitive ability, literacy attainment and ‘resilience’ of ‘looked after children’: A multidimensional, multiple-rater population based study. British Journal of Clinical Psychology, 52(2), 183-198.
https://doi.org/10.1111/bjc.12008, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa13869
Honey, K., Rees, P., & Griffey, S. (2011). Investigating self‐perceptions and resilience in Looked After Children. Educational Psychology in Practice, 27(1), 37-52.
https://doi.org/10.1080/02667363.2011.549352, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa13871
Rees, P. & Seaton, N. (2011). Psychologists’ response to crises: International perspectives. School Psychology International, 32(1), 73-94.
https://doi.org/10.1177/0143034310397482, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa13872
Ogunade, R. & Rees, P. (2010). Social Welfare in Nigeria and the UK: reformation through international education, collaboration and research.. The Association of Commonwealth Universities, 172, 6-7.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa22691
Rees, P. (2010). State Dilemmas in the Provision of Alternative Care for Children: Relative Efficacy of Public Sector and Independent Sector Foster Placements. International Journal of Public Administration, 33(6), 325-334.
https://doi.org/10.1080/01900690903584214, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa13870
Rees, P. (2009). Student perspectives on groupwork: findings of a school improvement initiative.. Groupwork, 19(1), 51-81.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa13873
Rees, C., Farrell, P., & Rees, P. (2003). Coping with Complexity: How do educational psychologists assess students with emotional and behavioural difficulties. Educational Psychology in Practice, 19(1), 35-47.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa22975
Rees, P. & Bailey, K. (2003). Positive exceptions: Learning from students who ‘beat the odds’.. Educational and Child Psychology, 4(1), 41-59.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa22687
Rees, P. (2002). Reading Together: capitalising on interdisciplinary work in the development and refinement of reading tests.. Educational Psychology in Practice, 18(4), 313-324.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa22688
Rees, P. (2001). A Longitudinal Study Into The Affective Characteristics of Mainstream SEN and Non- SEN Pupils.. Educational and Child Psychology, 18(4), 61-64.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa22689

Penodau Llyfrau

Pratchett, R. & Rees, P. (2019). Exploring the educational attainment and achievement of looked after children in formal kinship care. Children and young people 'looked after'? Education, intervention and the everyday culture of care in Wales (pp. 43-55). University of Wales Press
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa48994
Pye, J., Rees, P., & Pye, J. (2018). Factors that Promote Positive Supervised Birth Family Contact for Children in Care. Children and Young People ‘Looked After’? Education, Intervention and the Everyday Culture of Care in Wales University of Wales Press
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa40695
https://www.uwp.co.uk/book/children-and-young-people-looked-after-paperback/
Pratchett, R. & Rees, P. (2018). Exploring the educational attainment and achievement of looked after children in formal kinship care In D. Mannay, A. Rees, & L. Roberts (Eds.), Children and Young People ‘Looked After’? Education, Intervention and the Everyday Culture of Care in Wales. (In press).
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa33927
Rees, P. & Munro, A. (2018). Promoting the education of looked after children: reflections of children and carers who have experienced ‘success’. Children and Young People ‘Looked After’? Education, Intervention and the Everyday Culture of Care in Wales
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa33926
Pratchett, R. & Rees, P. (2017). Theories underpinning kinship care.. Children, Young People and Care (pp. 44-57). Routledge
https://doi.org/10.4324/9781315686752, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa27987
Pratchett, R. & Rees, P. (2017). Theories underpinning kinship care. Children, Young People and Care (pp. 44-57). Routledge
https://doi.org/10.4324/9781315686752-3, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa55732
Rees, P. (2005). Reading and Behavioural Difficulties: Overlap and Assessment Practice. Reading, Writing, Thinking
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa22690

Cynnyrch Ymchwil Arall

Rees, P. & Cleobury, L. (2014). Childcare Sufficiency Assessment (City and County of Swansea)
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa31818
Rees, P. & Holland, S. (2013). Outcomes for Young People Leaving Foster Care: A literature and data review on the effects of age of exit.
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa31816
Holland, S., O'Neill, S., & Rees, P. (2013). Scoping Study: Transforming the Outcomes for Looked after Children in Wales
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa21009
http://www.incrediblefamilies.org.nz/wp-content/uploads/2016/02/In-Good-Hands-Scoping-report.pdf
Rees, P. & Hoon, A. (2013). Play Sufficiency Assessment (City & County of Swansea)
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa31817
Forbes, S., Philip, M., Provis, M., Fulford, L., & Rees, P. (2012). All Wales Reading Test
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa31815
http://readingtest.org/php/info.htm

Modiwlau a Addysgir

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.
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. Bydd disgwyl i¿r myfyrwyr weithio¿n annibynnol gyda rhywfaint o arweiniad i gynhyrchu prosiect ymchwil achos bach (dull desg neu empirig) ar faes sy¿n berthnasol i gynulleidfaoedd yn y sector gofal cymdeithasol ac i ymarfer proffesiynol. Bydd goruchwyliwr yn cael ei glustnodi i bob myfyriwr i gefnogi eu dysgu ac i arwain eu hymchwil dros gyfnod y sesiwn academaidd. Ceir hefyd weithdai ymarferol yn edrych ar ysgrifennu¿r traethawd estynedig, a dulliau desg ac empirig o gasglu a dadansoddi data.

Dr Paul Rees

Rhif ffôn

Cyfeiriad ebost

Dolenni Ymchwil

Trosolwg

Meysydd Arbenigedd

Cyhoeddiadau

Uchafbwyntiau Ymchwil

Holl Ymchwil

Erthyglau Cylchgronau

Penodau Llyfrau

Cynnyrch Ymchwil Arall

Modiwlau a Addysgir

ASQ104 Human Growth and Development

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