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Aims and MethodThis study aimed to determine the proportion of patients hospitalised with mania who had capacity to consent to treatment, to determine the predictors of capacity and to explore the relationship between detained status and capacity. Fifty in-patients with mania participated in a clinical interview to assess capacity.ResultsNineteen patients (38%) had overall capacity. Capacity was predicted by higher IQ, lower severity of manic symptoms and more episodes of depression; it was not related to voluntary or detained status. The domains of capacity were not hierarchical.Clinical ImplicationsMany patients hospitalised with mania have capacity to make an informed choice regarding treatment even when compulsorily detained. Their capacity should be reviewed frequently and measures adopted to enhance capacity.

This paper makes the case for the importance of an empathetic approach to understanding dyslexia, in educational establishments, especially in Higher Education. An awareness of the implications that having dyslexia and how this affects both study skills (concentration, organisation, revision and so forth) and presentation skills (completion of assignments within academic language and structures and without grammar, punctation and spelling errors) is accentuated in this article.This research employs meta-ethnography, the Critical Appraisal Skills Programme (CASP) and a grounded theory overlay to thematic critical analysis. In so doing, UK literature of both quantitative and qualitative format was examined through specifying inclusion criteria and using a filtering approach.The justification for this work is to challenge any institutional or individual indirect discriminatory practice towards students with dyslexia. Conclusions indicate the need for enhanced institutional understanding of dyslexia and associated provision for individual dyslexic learners within Higher Education in its entirety. For example, accessto digitalised resources, individual tutorials, assistive technology and adjusted expectations in marking criteria (as not to penalise for issues concomitant with dyslexia). 57Published by SCHOLINK INC. some of the difficulties dyslexia can bring. Moreover, by being offered differentiated forms of assessment, or given allowances for the concomitant issues associated with dyslexia, these forms of support can make all the difference to the academic success and associated holistic wellbeing of students.