معرفی
Cathryn Meredith is a Lecturer at Northumbria University, affiliated with the Department of Social Work, Education and Community Wellbeing within the Faculty of Health and Life Sciences. She divides her time between teaching across pre- and post-qualifying Social Work Programmes and conducting doctoral research on the intersection of the Mental Capacity Act 2005 and adult safeguarding practice.
- MA in Social Studies/Science, 2001
- Diploma in Social Work, 2001
- BA (Hons) in English, 1997
- Post Graduate Certificate in Higher Education Practice (PGHEP), 2015
- Fellow of the Higher Education Academy (FHEA), 2015
- Best Interests Assessor (DoLS BIA), 2010
- Post Qualifying Award in Social Work (PQ SW), 2003
Her research and teaching are deeply rooted in rights-based social work, with a focus on professional decision-making around risk, autonomy, and statutory obligations, particularly in high-risk scenarios involving individuals with mental health conditions such as borderline personality disorder. She explores ethical tensions between promoting self-determination and managing unacceptable risk, and investigates how safeguarding frameworks apply to complex family dynamics, including parental victimization.
Her recent publications highlight a strong trend in simulation-based education, care ethics during the pandemic, and the evolution of legal safeguards for vulnerable adults. She has contributed significantly to curriculum development using simulation and has published on the transition from Deprivation of Liberty Safeguards to Liberty Protection Safeguards.
- Fellowship of the Higher Education Academy (FHEA), 2015
- Shortlisted, Northumbria University Student Led Teaching Awards 2016 (Final 3)
Cathryn Meredith actively supervises and collaborates on research projects, particularly in social work education and policy development. She works closely with colleague Carole Southall on training initiatives for children’s social work and Safeguarding Adults Reviews. Her work bridges academic research and frontline practice, ensuring that teaching is informed by current policy and real-world challenges. She has presented at national conferences and contributes to professional development through workshops and invited talks.
She is involved in developing innovative pedagogical approaches, particularly through simulation-based learning, and advocates for the integration of lived experience in research and education. Her work reflects a commitment to ethical, person-centered practice and the continuous improvement of social work training and policy.
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