MgH lines in the spectrum of Arcturus

The synthetic spectra of MgH lines was computed for the grid of the model atmospheres and compared with observed spectrum of Arcturus. The parameters of the atmosphere of Arcturus log g=1.5 for Teff=4300 K were found by using the minimization procedure of differences between observed and computed spectra and compared our results of other studies.Comment: Work was presented at YSC'20 and will appear in AAS

The Elephant in the Room: A Theoretical Examination of Power for Shared Decision Making in Psychiatric Medication Management.

Shared decision making (SDM) is an important tool for recovery-oriented practice in mental health services. It has been defined using narrow and broad conceptualizations. One overarching theme that merges the differing models is the emphasis on a rebalancing of power, with experiential knowledge holding equal weight in the encounter, alongside more traditional “medical” forms of knowledge. Nevertheless, the concept of power and how it is enacted and shared has received relatively little attention in the wider SDM literature. Yet, it is fundamental both to the principles and models of SDM more generally and to the recovery model within mental health services more specifically. This article explores the theoretical concept of power in the context of SDM for psychiatric medication management practice. It highlights the diverse structural components of the U.K. contemporary mental health system, their intersections, and the resultant opportunities for persons to take back control and enact their agency

Shared decision-making in medication management : Development of a training intervention

This is an open-access article published by the Royal College of Psychiatrists and distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.Shared decision-making is a collaborative process in which clinicians and patients make treatment decisions together. Although it is considered essential to patient-centred care, the adoption of shared decision-making into routine clinical practice has been slow, and there is a need to increase implementation. This paper describes the development and delivery of a training intervention to promote shared decision-making in medication management in mental health as part of the Shared Involvement in Medication Management Education (ShIMME) project. Three stakeholder groups (service users, care coordinators and psychiatrists) received training in shared decision-making, and their feedback was evaluated. The programme was mostly well received, with all groups rating interaction with peers as the best aspect of the training. This small-scale pilot shows that it is feasible to deliver training in shared decision-making to several key stakeholders. Larger studies will be required to assess the effectiveness of such training. Declaration of interest All authors were involved in the management of the ShIMME project. S.R. was the principal investigator and project manager; N.M. was employed by the project as the qualitative research advisor; and U.S. co-led service user groups in Cambridge and is employed by Cambridgeshire and Peterborough NHS Foundation Trust.Peer reviewedFinal Published versio

South Essex Recovery College Evaluation

This report covers an evaluation that took place between March 2014 and March 2015, of the South Essex Recovery College (SERC). The programme follows an adult education model that aims to deliver open, peer led recovery workshops and courses. If was set up with the primary goal to encourage people with mental health conditions to become students, enabling them to better understand their own challenges, and how they can best manage these in order to purse their aspirations. It facilitates the learning of skills that promote greater self-confidence and recovery. SERC, endeavoured to design and develop a college that embraced the values of recovery colleges elsewhere, notably in encouraging that people become experts in their own self-care, and prioritising lived experience at all stages and levels in its development. A broad evaluation framework using a mixed-methods process and outcome-oriented approach was adopted. Data was collected in a number of ways: structured self-completion questionnaires, written feedback about the programme from participants, focus groups, and follow up interviews with peer facilitators. Findings are presented against four key areas: 1) The overall management and structure of the pilot program, its organisation and growth. SERC, after a long and delayed pilot program, offers three courses, over 6 deliveries (3 x Introduction to Recovery; 2 x Taking Back Control; and 1 x Be You). It has met six of its set objectives, and compares poorly to other exemplar recovery college pilots elsewhere in the country. Areas where the recovery college showed poor performance against its set objectives was in the growth and promotion of the college, development of new courses, and volunteer recruitment. 2) The experiences of participating in the programme (process). Findings across both questionnaires and discussion as part of the focus groups demonstrate that the experience of attending the Recovery College was overwhelmingly positive, for most. Importantly, the courses offered participants tools and new skills and hope for the future, a sense of belonging, a way to meet others and make friendships. This was very important for overcoming anxieties associated with starting the course. Participants wanted a dedicated space to grow the college further, and enhance the sense of community that the college afforded. 3) Changes over time following participation (outcomes). The Questionnaire about the Process of Recovery (QPR, O’Neil et al, 2008) was used to measure a change in recovery outcomes before and after course attendance. No significant difference between QPR responses before course attendance (3.22, SD= .56) and after the course (3.45, SD=.57), t(17)= -1.694, p>.05 was found. Other bespoke questions were included to explore the student’s perceptions of how attending the course affected aspects of their personal recovery. Across all courses, 61% of students reported feeling more hopeful for the future because of attending the course. 4) The impact of peer trainers and co-production on the process and outcomes. Having peer facilitators, who themselves have experience of mental health problems, was seen as very important. Participants across both focus groups highlighted that the use of peer facilitators was a particularly helpful aspect of the course, offering increased hope for the future and feelings of being able to give back, following the course. Peer facilitators reflected on how the change in identity from student to peer facilitator was challenging, and further support and training was needed. However it was also seen as a personal achievement, rewarding and had increased personal confidence Six recommendations are provided to guide further development of the college, and act as a benchmark to measure further development and the future success of SERC