معرفی
Dr. Paul Rees is an Associate Professor in Social Work at Swansea University’s School of Health and Social Care. He holds a Doctorate in Psychology from the University of Manchester and advanced qualifications in Clinical Pediatric Neuropsychology (UCL) and Educational Psychology (Swansea University). His professional registrations include Chartered Psychologist (British Psychological Society), Registered Practising Psychologist (HCPC), and Registered Expert Witness. He co-chairs the International Crisis Response Network of psychologists.
Education:
- Doctorate in Psychology (University of Manchester)
- MSc (Distinction) Clinical Pediatric Neuropsychology (UCL)
- MEd (Distinction) Educational Psychology (Swansea University)
- Bachelor of Psychology (Bangor University)
- PGCE in State School Teaching (Swansea University)
Research Focus: Dr. Rees specializes in safeguarding children, looked-after children’s education, and social work education. His work addresses child welfare systems, mental health interventions, and policy impacts on vulnerable youth. Notable contributions include studies on foster care outcomes, kinship care effectiveness, and interprofessional collaboration in child services.
Key Publications: Recent works include analyses of educational attainment in looked-after children, prisoner mental health factors, and inter-professional capabilities in social work trainees. He has contributed chapters to edited volumes on child care and policy in Wales.
Awards & Recognition: Quality Assurance Award (Leadership and Management Institute), alongside professional certifications highlighting his dual academic and clinical expertise.
Teaching: Leads modules on Human Growth and Development, Social Work in Practice, and advanced research methods. His pedagogy integrates neuroscientific insights with practical social work skills.
Engagement: Advises on childcare sufficiency assessments (Swansea) and collaborates internationally on crisis response strategies. His research emphasizes real-world impact, bridging academic rigor with policy implementation.
