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This paper describes the use of family therapy with adolescent school refusers. School refusal is assessed and formulated from a family systems perspective, and therapy proceeds with the crisis precipitated by insisting on the adolescent's early return to school. Some of the common problems encountered in this approach are considered along with its results.

WFA has been shown to stimulate learning through the exchange of feedback with a learner about gaps in his or her practice. This study showed that WFA is not yet used in the majority of dermatology training programmes. Time for faculty members to perform WFA was the most cited barrier to the use of WFA, but few studies have investigated the actual time requirement. Secondly, faculty members' interest may be encouraged through training and an increased awareness of the impact of WFA. For example, the evidence supporting the effects of feedback include a meta-analysis of over 1800 studies showed that the effect of feedback, especially regarding performance on a specific task, was greater than the effect of schooling.

Melanoma or melanoma metastases can rarely mimic blue nevi clinically and/or histologically, presenting a diagnostic pitfall for both the clinician and the dermatopathologist. We report a case of an invasive lentigo maligna melanoma with subsequent development of multiple, cutaneous blue nevus-like localized metastases followed by a distant metastasis, heralding widespread systemic metastases.