Defining estuarine squeeze: the loss of upper estuarine transitional zones against in-channel barriers through saline intrusion

Here we define, for the first time, the concept of estuarine squeeze and lay out recommendations for the consistent use of terminology for this new but critical research area. Climate and catchment-driven reductions in river flow together with rising sea levels are increasing estuarine salinities and driving saltwater into upper estuarine zones. This saline intrusion is exacerbated in regions where land level is falling (i.e. relative sea level rise) and in catchments subject to high freshwater demand and water regulation, which reduces river flow. In unmodified systems, many estuaries would naturally migrate inland in response to sea level rise. However, estuaries are some of the most anthropogenically impacted ecosystems in the world, being settlement and development hubs due to the ecosystem services they provide. To protect these assets, many estuaries have man-made in-channel barriers (such as dams, weirs and sluices) at their inland tidal limits, a trend that is likely to continue in the future to protect against the impacts of climate change. As sea levels rise and river flows reduce, saltwater will move further inland. This increasing saline intrusion will be most detrimental for upper estuarine, low salinity (oligohaline) and tidal freshwater zones, which will progressively become ‘squeezed out’ against these barriers. We have termed this concept ‘estuarine squeeze’ and define this as ‘the progressive loss of extent of upper estuarine tidal freshwater and oligohaline zones against in-channel man-made barriers through saline intrusion and increasing salinities driven by relative sea level rise and/or reductions in river flow’. A lack of research into the structure and functioning of tidal freshwater zones in particular means that the impact of their reduction and/or loss on the wider estuary is unknown. However, there are indications that these zones may play a key role in estuarine biogeochemical cycling, habitat provision, primary and secondary production, food-web functioning, and the provision of trophic subsidies to the brackish estuary and coastal zone. Loss and/or reduction of these zones through estuarine squeeze may therefore result in a net loss of function, with critical implications for the ability of estuaries to continue to provide key ecosystem services into the future

Transitioning to adulthood with a mild intellectual disability: Young people's experiences, expectations, and aspirations

Aim: Very little attention has been paid to the views and experiences of young people with mild intellectual disabilities on the broad topics of adulthood and adult identity. The following study was undertaken to explore how young adults with mild intellectual disabilities conceptualize, relate to, and experience the process of transition. Method: Eight young adults with mild to borderline intellectual disabilities participated in semi‐structured interviews. Results were analysed using interpretive thematic analysis. Results: Two umbrella themes were identified: “On a developmental pathway” and “Negotiations in the environment”. Conclusions: The participants concerns were surprisingly similar to those commonly expressed by young adults without disabilities. Self‐perceived adult identity appeared to be affected by the participants' personal definitions of adulthood, as well as by social comparisons with both peers and adults. Finally, while concerns were expressed about their capacity to cope with responsibility, most felt optimistic about adopting full adult status in the future

Exploring how parents make sense of change in parent-child psychotherapy

Background: Understanding how change occurs in psychotherapy is imperative in informing clinical practice. Increasing attention has been given to the role that qualitative research could play in enhancing our understanding of therapeutic change. Although quantitative research suggests that parent-child psychotherapy is effective in facilitating change, no research to date has focused on how parents make sense of their change experience. Methods: Interpretative Phenomenological Analysis was used to analyse semi-structured interviews of eight parents who had completed parent-child psychotherapy about their understanding of change. Results: Five master themes emerged which encapsulated participant’s understanding of change. These included constructing a survivor narrative, the experience of being understood enabling further understanding, adjusting expectations and practising acceptance and feeling empowered to relinquish control. The final theme summarised how despite psychotherapy being conceptualised as a ‘precious’ resource, there was a sense that its limitations could negatively impact participant’s wellbeing. Conclusions: Meaningful elements of change were identified from the parents’ experience. Findings were discussed in relation to previous research and limitations were examined. Implications for future research included using other qualitative methods to explore client experience. Implications for practice were noted, including enriched understanding of client change experience enabling therapists to provide a more attuned therapy

A qualitative exploration of the experiences of veterans who are serving sentences in custody

The focus on veterans in research is not a novel topic; however, the majority of studies are related to trauma, employment, mental health, suicide, and substance misuse. The Criminal Justice System involvement with veterans is a topic that has yet to be examined to a great extent. This study, conducted with adult male prisoners, elicited information from six veterans regarding their experiences of being in the armed forces, leaving the armed forces and becoming involved in the Criminal Justice System. Responses were evaluated using Interpretative Phenomenological Analysis (IPA) and three main themes were identified: “you’re baptised into the army”, ‘them and us,’ and ‘operational mind set’; each of which comprised a number of superordinate themes. The research highlights that, although it is important to acknowledge the heterogenic nature of this group, it is equally important to note that much of their thinking and behaviour may be similar to those that have not had these experiences. As such, there is a need to reduce the notion that they are separate and different to other prisoners, requiring different treatment. The study highlights that many of the Offending Behaviour Programmes and interventions already available to prisoners would be appropriate for this group. The current research supports the merit in creating a service in prisons that will allow for ex-servicemen to meet together and access the support that is available to them. The implications of the research are discussed further

An interpretative phenomenological study of midwives supporting home birth for women with complex needs

Background As the landscape of women presenting for maternity care changes, so do the challenges associated with providing quality, informed and compassionate care, particularly for women with complex needs. Aim To explore the lived experience of midwives in facilitating care for women with complex needs who choose to birth at home. Method A qualitative design is employed, using an interpretative phenomenological analysis informed by hermeneutic principles. Purposive sampling is used to recruit midwives through social media and JiscMail. Data are collected via semi-structured interviews. Findings Two interpretative themes arose. A ‘radical midwife’ embraces the phrase ‘radical’ by positioning midwives between traditional beliefs and practices, physiological processes, midwife knowledge and skill set by applying current evidence and professional context. A ‘conflicted midwife’ arises out of this dichotomy and exposes the realities of striving for radicality while the negotiating ‘the system’. Conclusions It is no longer acceptable to assume that home birth for women with complex needs is exceptional. This must be the catalyst to move towards a constructive discourse with midwives, women and the wider team to address and expand the evidence base and pathways to support those who are already facilitating this care and those who will inevitably continue to provide care ‘outside of current guidelines

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

The statutory inclusion of modern foreign languages (MFL) into the Key Stage 2 curriculum in England in 2014 aimed to raise the language skills of younger learners in preparation for their secondary education. This change to the curriculum has occurred at a time in which the linguistic diversity within primary schools across the country has been consistently increasing. This study used Interpretative Phenomenological Analysis to qualitatively examine the impact of the curriculum change on teachers implementing it in multilingual classrooms in Greater Manchester. Six teachers with varying experience in teaching MFL participated in semistructured interviews focussing on different aspects of the curriculum change. This paper focuses on the teaching of MFL, as well as on teachers’ perceptions of English as an Additional Language (EAL) pupils’ aptitude for language learning in comparison to their monolingual peers. The superordinate themes identified from the data included the inconsistent delivery of MFL in primary schools, and the role of multilingual classrooms as opportunities for augmented MFL provision. The findings from this study will have implications for teachers, head teachers, and policy-makers regarding the effectiveness of the initial implementation of MFL into the primary curriculum, with specific reference to the EAL school population