Epidermolysis bullosa simplex with mottled pigmentation (EBS-MP; MIM no 131960) is an autosomal dominant disorder characterized by skin blistering at acral sites, punctate palmo-plantar hyperkeratoses, and mottled pigmentation of the trunk and proximal extremities. Histologically and ultrastructurally, the blistering in EBS-MP closely resembles that found in other EBS subtypes. This is consistent with a disorder of the basal keratinocyte cytoskeleton, in which several groups have found disease-causing mutations within the central rod domains of keratins 5 and 14. We have identified a C --> T transition at base position 71 of K5 causing a P24L substitution in a sporadic case of EBS-MP. Recently, this same mutation was identified in two unrelated families with EBS-MP.

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This article explores the value of applying groupwork expertise and skills in conducting focus group research. It identifies and provides an analysis of comparisons between the arenas of focus group moderation and social groupwork facilitation drawing from literature from both fields. In addition, the article discusses key skills needed by focus group moderators highlighting how these are also foundational social groupwork competencies. The article draws from the authors' experiences of designing and facilitating focus groups with teenagers as part of a 2-year research study examining the perceptions and experiences of young people from marginalized communities in relation to accessing third-level education. In light of this analysis, the authors assert that some developments in focus group research methodology have resulted in a greater degree of alignment between these two spheres and that focus group moderation is enhanced and rendered increasingly effective when groupwork skills, knowledge, and insights are employed.

This article explores the concept of supervision and its implementation within a youth work context. The paper describes and explores a process of staff development facilitated by the author which involved providing supervision training to a group of youth work practitioners at Cork YMCA in Ireland and continuing to meet them on a monthly basis over a period of a year in a mentoring capacity. These sessions provided a supportive space for supervisors and aimed to facilitate a reflective process in relation to their own supervisory practice. This paper explores the opportunities and challenges of the supervision process, advocates the importance of supervision in ensuring effective youth work practice and identifies the beneficial impact of this at a number of levels.