Rees, Paul - Swansea University - College of Human and Health Sciences

个人简介

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)

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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://cronfa.swan.ac.uk/Record/cronfa29941 doi:10.1177/0308575916675563 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. 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. 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. https://cronfa.swan.ac.uk/Record/cronfa21010 Rees, P. (2013). The mental health, emotional literacy, cognitive ability, academic attainment and ‘resilience’ of ‘looked after children’: a multidimensional, multiple-rater population based study.. British Journal of Clinical Psychology 52(2), 183-198. https://cronfa.swan.ac.uk/Record/cronfa13869 Rees, P. & Seaton, . (2011). Psychologists’ response to crises: international perspectives. School Psychology International 32(1), 73-94. https://cronfa.swan.ac.uk/Record/cronfa13872 doi:doi: 10.1177/0143034310397482 Rees, P. (2011). Investigating self-perceptions and resilience in Looked After Children.. https://cronfa.swan.ac.uk/Record/cronfa13871 doi:DOI:10.1080/02667363.2011.549352 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://cronfa.swan.ac.uk/Record/cronfa13870 doi:DOI : 10.1080/1900690903584214 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. https://cronfa.swan.ac.uk/Record/cronfa22691 Rees, P. (2009). Student perspectives on groupwork: findings of a school improvement initiative.. Groupwork 19(1), 51-81. 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. 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. https://cronfa.swan.ac.uk/Record/cronfa22687