Research by John Hattie and Helen Timperley has shown that simply
delivering feedback on its own has little effect on students; rather
effective feedback gains its power from the context in which it is given, most particularly when students can put it to use.1 Using Hattie and Timperley's research as a framework, the teams sought to give feedback that pushed students to
answer three questions: 1) Where am I going?
The question of whether group - ST is
effective for BPD when
delivered as single or main treatment, or should be combined with individual ST, can not be
answered on theoretical grounds or on the basis of opinions of clinicians.