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Honestly, if your testimony of the Church of Jesus Christ of Latter-day Saints isn’t based on a spiritual witness, then you are going to struggle with the various arguments presented against the Church.But, bear in mind that it has been almost 200 years and the Church of Jesus Christ of Latter-day Saints has, thus far, successfully weathered every argument raised against it. Yet, enemies of the Church will continue to convince the weak and susceptible to their side. People who embrace the Church of Jesus Christ of Latter-Day Saints and honor their sacred covenants will be kept safe from doubt and will be given a personal and unimpeachable witness.And, yes, even well-read people who once were sure of things, who once had a spiritual witness, have fallen into doubt—it happens. Your knowledge of the truthfulness of the Church of Jesus Christ of Latter-day Saints is a gift from God Himself and like the six-pack abs you may have spent years acquiring, they will disappear as soon as you abandoned the very habits you diligently applied in order to develop the muscles in the first instance.“Active Member” is a misnomer. You can be going through all of the motions yet not yet have a real testimony. This typically happens when folks just want to fit in—then when they hear or see something challenging that is being presented to them by a group or person whom they respect or whom they wish to associate with, it gets bad real fast.So long as you put God first, above all other concerns or special interests; so long as you pray with real intent, you will keep the answer you have received. Prayer is a skill. We are taught that prayer is real two-way communication, not a chant or a mantra. Real prayer takes faith and practice—you don’t just nod your head, say a few words and that’s that. We are taught to practice and hone our ability to pray by praying daily.Any member of the Church of Jesus Christ of Latter-day Saints should be familiar with the basic arguments raised in opposition. In fact, most are easily refuted and become powerful only because they are repeated so often. It is ironic that the enemies of the Church of Jesus Christ of Latter-day Saints take a position that is every bit as faith based as is a testimony of the truthfulness of the Church. A member puts faith in Church leaders. An enemy places faith in Church opponents. And those in the middle simply trust no one.There is such a high-degree of faith required to dismiss a claimed Prophet of God Himself based upon hundred year old hearsay testimony of the Prophet’s admitted and sworn enemies. You are putting your very salvation in the hands of some historical bit of evidence that has passed through at least as many hands as has the Bible. Same faith—just different arguments.The big difference is that the missionaries of the Church of Jesus Christ of Latter-day Saints will tell you to pray and discover on your own whereas the enemies of the Church will demand that you accept their position as logically sound without any requirement that you go to the source documents. (Then, they will ask you for money to “further their cause”.)As members of the Church of Jesus Christ of Latter-day Saints we always begin a discussion of our beliefs with the Book of Mormon—go read it, go pray about it. We do this because we know that you will receive your own witness and that with that witness you can handle anything that gets thrown your way. Here, get a free copy: Request a Free Copy of the Book of MormonYour typical celebrity has an entirely different actual life story than that portrayed in the media—do you believe the garbage published in those supermarket magazines that scream to you that the Queen of England is secretly an alien? Joseph Smith was a celebrity in his day and attracted the same groundless opposition as do celebrities today. Many people felt threatened by his teachings and power as a leader of thousands; they tarred and feathered him both literally and figuratively. Yet Joseph Smith managed to create an organization that is thriving and growing. Test the tree by its fruits. You don’t get good fruit from a bad tree.So when you dig into the arguments pro and con, remember that anything short of a witness from God means that you are accepting some other person’s belief, understanding, or wisdom. That’s not always a bad thing. I’m happy to attach my testimony to men like Apostles of the Church of Jesus Christ of Latter-day Saints, Elder David A. Bednar and Elder Jeffrey R. Holland, but even they, as strong as they are, would tell anyone that it is wrong to single them out as a basis for a testimony of God—they would, rather, encourage you to come to Church meetings, read the Book of Mormon and to accept that men will and do make mistakes but that God is at the head of the Church of Jesus Christ of Latter-day Saints.For example, let’s take a common argument: I believe that Joseph Smith did not engage in predatory sexual practices. His enemies have looked high and low ever since DNA testing became possible and Joseph’s DNA is found only in the line of his decendants from Emma—his wife. The DNA experts out there who claim that DNA disproves the Book of Mormon fail to credit that DNA clears Joseph. As said over 100 times in any rebuttal of the various arguments, Joseph’s early “sealings” didn’t grant the sexual privileges that “marriage” does. We don’t understand this part of Joseph’s history very well—the evidence goes both ways—but members of the Church should be able to understand and explain the questions presented, lest we are accused of “hiding” something. Never mind that Joseph only led the Church for 14 years of its currently 189 years of existence—some seem to think that if you can discredit him, the entire Church is discredited. An argument as silly as saying that the United States of America should be disbanded because of the demonstrable disrespect of native and African Americans among the Founding Fathers.Racial arguments fail to credit that the Church of Jesus Christ of Latter-day Saints from its beginnings was much less racist than were their contemporaries in society and it has remained that way. Racial arguments against the Church are on very thin ice; God has always been partial to one bloodline or another. Judge the Church of Jesus Christ of Latter-day Saints by how much good they do in the African-American community as well as on the African continent. A decade later: Freedman's Bank still connecting families If you do wish to argue race against the Church of Jesus Christ of Latter-day Saints, remember that there was a Civil War and try to place the early historical position of the church into an appropriate context.The Book of Mormon has survived every attack and will continue to be exonerated point by point until the day comes when it is absolutely clear that this Book is a true history of an actual people who lived somewhere in the Americas. New civilizations are found all the time. Language research is currently locating Hebraic roots in ancient mesoamerican languages. They actually found the city Nahom named in the Book of Mormon. Question: Why does "Nahom" constitute archaeological evidence for the Book of Mormon? They have found the Book of Mormon to contain numerous examples of the semitic culture of its protagonists, Hebraic poetical forms in its language, and wordprints identify strong statistical arguments that the prose is the product of multiple authors—as claimed. For example, the name “Alma” first appeared in the Book of Mormon but was recently discovered in some old documentation and is now accepted as a Hebraic name.The Book of Abraham will likewise be exonerated. Enemies of the Church howl and cry about the funerary text transcription, however, the scrolls in possession of the museums are not the scrolls described as the source of the Book of Abraham. Seriously folks, if some dead guy was buried with a library you can’t conclude that a random selection will provide the book that has to be the one Joseph Smith used to find the snippet of Abraham that we have. We just don’t have all the materials that Joseph Smith had—we only have a sample from that original collection. Honestly, the entire “Book” consists only of five short chapters. Abraham And, you never hear the enemies of the Church discuss the many aspects of Egyptology where Joseph’s position coincides with the present scholarly understanding—such ideas occur far too frequently to be dismissed. Harold Bloom of Yale simply concluded that Joseph Smith was an “authentic religious genius.” See, e.g. Bloom, The American Religion.If you as a believing member of the Church of Jesus Christ of Latter-day Saints wish to encounter or do encounter arguments against the Church, you should give the pro arguments the same attention as the anti arguments. The pro-Mormon professors teach at places like Columbia University in New York, the University of Virginia, and are widely recognized as experts in their fields. See, e.g. Richard Bushman | Wikiwand The error is typically that questioning members don’t read enough Church History, it isn’t that they read Church History, they just stop before they acquire a complete understanding.You will find that enemies of the Church of Jesus Christ of Latter-day Saints tend to pose as “experts” and then they act and opine well beyond their qualifications.to be acting and opining well outside of their fields. I love the exposition against the CES Letter by the author whose pseudonym is Stallion Cornell—he shows, among other things, that enemies of the Church put a Salt Lake City night club musician up as a trained Egyptologist. So, if you think that a good argument is being made by any enemy of the Church of Jesus Christ of Latter-day Saints, then get to the real scientists and let them explain to you why DNA studies really don’t help anyone prove or disprove the Book of Mormon. See, e.g. Book of Mormon and DNA StudiesIn conclusion—it is OK to peer behind the curtain; however, you must be prepared to do some real study. If there were any truth to the claims made and repeated by enemies of the Church of Jesus Christ of Latter-day Saints, it would have long ceased to exist. God will not be mocked. He would not support a Church that takes to itself the name of Jesus Christ if that church did not have His permission and authority to do so. And, of course, ultimately enemies of the Church are often atheists who rail against a God who promises eternal blessings to those who chose to limit their personal actions in a way that some people simply refuse to do.The guiding principle, I think, in any reasoned debate is to evaluate the sources and their particular bias. If something raises doubt, then get to the root of the argument and then re-assess all your evidence. Too often, a member of the Church of Jesus Christ of Latter-day Saints assumes that their knowledge of history and their beliefs is stronger than it really is. There needs to be much more study of the Book of Mormon and other scriptures. Remember that the enemies of the Church have not typically made a careful study of their opponent’s arguments.You will quickly find that your typical enemy of the Church of Jesus Christ of Latter-day Saints is simply cutting and pasting their arguments from other sources in which they have mistakenly placed their faith. You must become an authority on these things—you must undertake the mental effort to access and weigh the evidence. If someone raises a new argument—and by now this is pretty difficult—than that argument gets some study, but I don’t abandon my daily study and thinking from the sources I have previously evaluated as worth my time. It is amazing that many members of the Church of Jesus Christ of Latter-day Saints still aren’t very familiar with their primary sources, i.e. the Standard Works.Finally, remember the promise made by Moroni about the Book of Mormon:Behold, I would exhort you that when ye shall read these things, if it be wisdom in God that ye should read them, that ye would remember how merciful the Lord hath been unto the children of men, from the creation of Adam even down until the time that ye shall receive these things, and ponder it in your hearts.And when ye shall receive these things, I would exhort you that ye would ask God, the Eternal Father, in the name of Christ, if these things are not true; and if ye shall ask with a sincere heart, with real intent, having faith in Christ, he will manifest the truth of it unto you, by the power of the Holy Ghost.And by the power of the Holy Ghost ye may know the truth of all things.Now, I’m going to give a bonus edit: Here is the best talk on this subject that I have ever heard—without exception:

Encourage contact between students and facultyDevelop reciprocity and cooperation among studentsEncourage active learningGive prompt feedbackEmphasize time on taskCommunicate high expectationsRespect diverse talents and ways of learningWhat are the Seven Principles?How can undergraduate education be improved? In 1987, Arthur W. Chickering and Zelda F. Gamson answered this question when they wrote "Seven Principles for Good Practice in Undergraduate Education." They defined what good education means at the undergraduate level. The seven principles are based upon research on good teaching and learning in the college setting.These principles have been intended as a guideline for faculty members, students, and administrators to follow to improve teaching and learning. Research for over 50 years on practical experience of students and teachers supports these principles. When all principles are practiced, there are six other forces in education that surface: activity, expectations, cooperation, interaction, diversity, and responsibility. Good practices work for professional programs as well as the liberal arts. They also work for a variety of students: Hispanic, Asian, young, old, rich, poor.Teachers and students have the most responsibility for improving undergraduate education. However, improvements will need to be made by college and university leaders, and state and federal officials. It is a joint venture among all that is possible. When this does occur, faculty and administrators think of themselves as educators that have a a shared goal. Resources become available for students, faculty, and administrators to work together.The goal of the seven principles is to prepare the student to deal with the real world.Principle 1: Encourage contact between students and faculty.Building rapport with students is very important. The contact between students and teachers are vital to the students' success. One of the main reasons students leave school is the feeling of isolation that they experience. The concern shown will help students get through difficult times and keep working. Faculty have many avenues to follow to open up the lines of communication.For the regular classroom:Invite students to visit outside of class.Know your students by name.Help students with problems in their extracurricular activities.Personalize feedback on student assignments.Attend student events.Advise students regarding academic courses and career opportunities.Seek out students you feel are having a problem with the course or are frequently absent.Encourage students to present their views and participate in class discussions.Have regular office hours.Help students to work with other faculty. Let them know of options, research, etc. of other faculty.Share personal experiences and values.Use the one-minute paper at the end of class to get feedback on what the student is learning and how well they are learning it.Talk to students on a personal level and learn about their educational and career goals.For distance and online courses:Try computer conferencing.Use list serves.Clearly communicate your email response policy.Encourage e-mail correspondence and discussion forum use, especially beneficial for those that are shy or are from different cultures because it allows them a different avenue of communication that might be more comfortable."Chat time" online with faculty (at various times, scheduled weekly).Use pictures of faculty/students.Visit the distance sites, if possible.Have an on-site support person.Maintain eye contact with camera and local students.Arrange for group work at a distance site.Principle in action:A York College (PA) professor has incorporated an invitation in the syllabus to encourage contact during office hours: "You are encouraged to stop in during office hours to talk about any problems or suggestions you may have concerning the course; about careers (especially graduate school or the benefits of majoring or minoring in (Insert your course here); or just about things in general. If you want to talk to me and find the schedule hours to be inconvenient, feel free to schedule an appointment."Faculty at St. Norbert College, Wisconsin, use electronic mail discussion groups. Many instructors find that the students are more willing to participate in a written discussion than to speak up in class. The instructor monitors the discussions and participates along with the students, adding personal perspectives and ideas to those of the students.The Residential College of Winona State University has implemented a "living-and-learn" environment to encourage student and faculty interaction. It is located 12 blocks from the main campus and houses 400 students in large, mostly single rooms. Academic activities at the Residential College include freshman seminars, sophomore common reading seminars, and an in-resident program with notable scholars or artists participating with students in a variety of experiences. Residential College faculty are located there and hold office hours. The interaction between students and faculty are enhanced because of the increased interaction.Technology, like e-mail, computer conferencing, and the World Wide Web/Internet, now gives more opportunities for students and faculty to converse. It is efficient, convenient, and protected. It allows more privacy so that students are able to discuss more openly without fear that other students are going to hear. E-mail also gives student more time to think about what they want to say. With these new alternatives to face-to-face communication, interaction from more students should increase within the classroom.Resources:Building awareness and diversity into student life: Pomona College. (1991). Liberal Education, 77 (1), 38-40.First year experience creates a community of learners: Augsburg College. (1989). Liberal Education, 75 (5), 28-29.Furlong, D. (1994). Using electronic mail to improve instruction. The Teaching Professor, 8 (6), 7.O'Neill, K.L. and Todd-Mancillas, W.R. (1992). An investigation into the types of turning points affecting relational change in student-faculty interactions. Innovative Higher Education, 16, (4), 227-290.Wilson, R.C., Gaff, J.G., Dienst, L.W., and Bavry, J.L. (1975). College Professors and Their Impact on Students. New York, NY: John Wiley.Principle 2: Develop reciprocity and cooperation among students.When students are encouraged to work as a team, more learning takes place. Characteristics of good learning are collaborative and social, not competitive and isolated. Working together improves thinking and understanding.For the regular classroom:Use cooperative learning groupsHave students participate in activities that encourage them to get to know one another.Encourage students to join at least one organization on campus.Assign group projects and presentationsUtilize peer tutoring.Encourage students to participate in groups when preparing for exams and working on assignments.Distribute performance criteria to students is that each person's grade is independent of those achieved by others.Encourage students from different races and cultures to share their viewpoints on topics shared in class.For distance and online courses:Use chat sites and discussion forums for student-to-student communication.Set up teams to interact through e-mail or phone bridges with enough people at each site.Encourage students to respond to each other's work by posting it on the internet.Have a question and answer time online.Use teleconferencing for idea sharing.Encourage online discussion groups that require interaction.Work on group projects through phone and e-mail.Team-teach courses.Include an "ice-breaker" activity to allow students to share their interest and to learn about others.Principle in action:Students in communication courses at Miami University develop a group "code of conduct" to help facilitate cooperative learning. A sample code is given out as a model. The sample code includes: respect each other, criticize ideas instead of people, listen actively, seek to understand before being understood, contribute to group discussion, keep an open mind, share responsibility, and attend all meetings. Students are encouraged to customize the code to address other shared concerns the group may have. Students refer to the code after each class or group session to assess their performance and identify areas for improvement.At Naugatuck Valley Community-Technical College, students are tested both individually and collaboratively. Students are given a test date but are not told in which fashion they will be tested. Group tests are highly structured and a unanimous decision must be reached for the answer. The collaborative testing method helps students experience a sensitivity for diversity and others' point of view; develop and refine skills in persuasion, listening, and reading; and share responsibility and accountability. This method also reduces test anxiety among students.In a first-year composition class at University of Minnesota students videotape themselves discussing apprehensions before taking the course, their feelings when they received their papers back, and what they learned from the class. Next quarter, the video is shown to new students in the course to show that the feelings they are experiencing are shared by others and helps motivate them to succeed.Cooperative learning has several benefits. Students care more about their learning because of the interdependent nature of the process. Retention is higher because there is a social and intellectual aspect on the content material. Students also find the method more enjoyable because there is no competition placed upon them. Cooperation, not competition, is more effective in promoting student learning.Resources:Cassini, C. (1994). Collaborative testing, grading. The Teaching Professor, 8 (4), 5.Grading student projects: A project in itself. (1994). Adapted from For Your Consideration, 3 (3), by The Teaching Professor, 8 (2), 3-4.Johnson, D.W. and Johnson, R.T. (1985). Cooperative Learning: Warm Ups, Grouping Strategies and Group Activities. Edina, MN: Interaction Book Co.McKinney, K. and Graham-Buxton, M. (1993). The use of collaborative learning groups in the large class: Is it possible? Teaching Sociology, 21, 403-408.Prescott, S. (1992). Cooperation and motivation. Cooperative Learning and College Teaching, 3 (1).*Special note: The National Center on Post secondary Teaching, Learning, and Assessment has developed a source book on collaborative learning. Contact: NCTLA, Penn State University, 403 S. Allen St. Suite 104, University Park, PA 16801.Principle 3: Encourage active learning.Learning is an active process. Students are not able to learn much by only sitting in classes listening to teachers, memorizing pre-packaged assignments, and churning out answers. They must be able to talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. Students need to make learning a part of themselves.For the regular classroom:Ask students to relate what they are learning to something in real life.Use journaling.Give students concrete, real-life situations to analyze.Encourage students to suggest new reading, projects, or course activities.Ask students to present their work to the class.Use of simulation software to run "what-if" scenarios allows students to manipulate variables and circumstances.Practice role modeling and use web-based case studies to practice new thinking skills.Encourage students to challenge your ideas, the ideas of other students, or those ideas presented in readings or other course materials in a respectful matter.Set up problem solving activities in small groups and have each group discuss their solutions with the class.For distance and online courses:Allow flexibility in choosing material so that it is more meaningful to the learner (e.g. students choose their own topic, project format, etc.).Have an interactive web page.Debate on-line.Present students work for other students to review.Talk about what students are learning by creating a learning group through e-mail, telephone, chat room, or conferencing.Use e-mail for group problem solving.Principle in action:At Iowa State University, history students interview prominent historical individuals during a press conference. After the press conferences, students work in groups identifying the main ideas and creating headlines and news articles that highlight those ideas.Structured journal writing is a major part of several classes at Lesley College. Each journal entry has two parts: the first paragraph emphasizes points for recall and retention; the second part emphasizes application of the content to the student's life experience and observation.An education professor at the University of Wisconsin-LaCrosse has created a hypothetical school system, complete with administration, teachers, pupils, and families. The goal is to help the students learn the legal aspects of special education. During the semester, the students take on all roles as they participate in legal cases involving students with disabilities. Students gain an understanding of the law as it applies to special education and students with disabilities, and they develop a human understanding of the human side of the cases.Promoting active learning in higher education is a struggle because of the learning background that many students come to classes with. This is due to the fact that the norm in our nation's secondary schools has been to promote passive learning. A large amount of information needs to be covered with not enough time, so teachers resort to lecture in order to economize their time to cover as much material as possible. Students progress from topic to topic with no real understanding of the content and how it relates to their life. Effective learning is active learning. The concept of active learning has been applied to curriculum design, internship programs, community service, laboratory science instruction, musical and speech performance, seminar classes, undergraduate research, peer teaching, and computer-assisted learning. The common thread between all these events is to stimulate students to think about how they as well as what they are learning and to take more responsibility for their own education.Resources:Gabennesch, H. (1992). Creating quality class discussion. The Teaching Professor, 6 (9), 5.Hands on experience in course's focus: Temple University. (1989). Liberal Education, 75 (4), 33-34.Harrison-Pepper, S. (1991). Dramas of persuasion: Utilizing performance in the classroom. Journal of Excellence in College Teaching, 2.Interdisciplinary approach to technology. (1998). Liberal Education, 74, (2), 23-24.Nalcolmson, P. and Myers, R. (1993). Debates: Techniques for improving student thinking. The Teaching Professor, 7 (3) 6.Principle 4: Give prompt feedback.By knowing what you know and do not know gives a focus to learning. In order for students to benefit from courses, they need appropriate feedback on their performance. When starting out, students need help in evaluating their current knowledge and capabilities. Within the classroom, students need frequent opportunities to perform and receive suggestions for improvement. Throughout their time in college and especially at the end of their college career, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.For the regular classroom:Follow-up presentations with a five minute period for students to write down what they have learned in class.Provide informative comments that show the students' errors and give suggestions on how they can improve.Discuss the results of class assignments and exams with the class and individual students.Vary assessment techniques (tests, papers, journaling, quizzes).Offer on-line testing, software simulations, and web-based programs that provide instantaneous feedback.Have question and answer sessions.Use audio and/or video recordings to assess performances.Return grades for assignments, projects, and tests within one week.For distance and online courses:E-mail gives instant feedback instead of waiting for the next lesson.Use on-line testing, software simulations, and web-based programs that provide instantaneous feedback.Monitor bulletin boards regularly and give specific information feedback to students.Use pre-class and post-class assessments.Schedule a chat group where you, the instructor are present. Use it as a question and answer session when appropriate.Send acknowledgment e-mails when you receive a students work.Post answer keys after receiving assignment from all students.Use of hyperlinks within text to provide feedback to questions raised within the text.Principle in action:At the University of Scranton, a management professor, used computer scored multiple choice tests and quizzes which allowed the professor to have the tests graded during the break that followed the test or quiz. The students immediately received their results and were able to discuss the exam in detail. Students were able to understand the material better through the class discussion that occurred after the test.Hollins College students taking the Critical Thinking course submit two copies of their papers. The second paper is critiqued by another student.Faculty at Winona State University in the Communication Studies Department have to evaluate as many as 30 speeches a day. They developed a system of codes for the most common comments on speeches. These codes were programmed into a computer program and instructors were able to listen to the speech and type in the codes for the appropriate comments. This gave extra time to make specific comments on the individual speech and also gave students complete and prompt feedback on the entire speech.The importance of feedback is so obvious that it is often taken for granted during the teaching and learning process. It is a simple yet powerful tool to aid in the learning process. Feedback is any means to inform a learner of their accomplishments and areas needing improvement. There are several different forms that feedback can take. They are oral, written, computer displayed, and from any of the interactions that occur in group learning. What is important is that the learner is informed and can associate the feedback with a specific response.Resources:Brinko, K.T. (1993). The practice of giving feedback to improve teaching. Journal of Higher Education, 64 (5), 574-593.Dohrer, G. (1991). Do teachers comments on students' papers help? College Teaching, 39 (2), 48-54.Enhancing instructor-class communication. (1994). The Teaching Professor, 8 (3), 3-4.More on student self-assessment. (1992). The Teaching Professor, 6 (10), 7.Svinicki, M.D. Four R's of effective evaluation. (1993). Reprinted from The Center for Teaching Effectiveness Newsletter at the University of Texas as Austin, in The Teaching Professor, 7 (9), 3-4.Principle 5: Emphasize time on task.Learning needs time and energy. Efficient time-management skills are critical for students. By allowing realistic amounts of time, effective learning for students and effective teaching for faculty are able to occur. The way the institution defines time expectations for students, faculty, administrators, and other staff, can create the basis for high performance from everyone.For the regular classroom:Expect students to complete their assignments promptly.Clearly communicate to your students the minimum amount of time they should spend preparing for class and working on assignments.Help students set challenging goals for their own learning.Have realistic expectations (don't expect 10 papers in 10 weeks).Encourage students to prepare in advance for oral presentations.Explain to your students the consequences of non-attendance.Meet with students who fall behind to discuss their study habits, schedules, and other commitments.Be careful that time on task is real learning, not busy work.Do not use technology for technology's sake. It must be relevant and useful to the topic.Have progressive deadlines for projects and assignments.Teach time management.Discussion topics from class posted in a discussion group on the web .For distance and online courses:Understand that there will be problems with the distance and technology along the way.Identify key concepts and how those will be taught. Given the amount of time, decide what realistically can be covered.Each distance class should involve some kind of achievement expectation that is laid out at the beginning of the course. Assign some content for out of class time.Give up the illusion of doing it all as you might in a regular classroom.Vary the types of interaction. In creating an interactive environment, it can be overwhelming to the students and teacher if the types of interaction required are too time consuming.Consider both in and out of class time.Make sure you know what your goals are and that the learners understand them as well.Have regular discussions that require participation.Principle in action:At Fort Lewis College in Colorado they have an "Innovative Month". Students are offered a series of five week summer domestic and foreign travel experiences that help them relate what they learned in the classroom to real life. The groups are limited to eight to fifteen students pre faculty member. Examples of Innovative programs include, "Management in Action", "Native American Schools", and "Music and Theater in England".At Lower Columbia College, the Integrative Studies Program is a block of 15 to 18 credit hours, organized around a theme. Students enroll in "traditional" courses, ut must enroll in the full block. This lets the faculty reorganize the day from the traditional fifty minute classes to include whatever schedule of lectures, seminars, conferences, and discussion groups needed to achieve learning objectives for that week.Wake Forest University teaches time management and study skills in their Learning Assistance Program and in the Learning to Learn class. Through a counseling/teaching model in the Learning Assistance Program, students are individually encouraged to learn and develop strategies to improve their academic performance. In the Learning to Learn Course, first and second year students study learning theory with emphasis on demonstrating how good time management and appropriate study skills positively affect outcome.An easy assumption to make would be that students would be more successful if they spent more time studying. It makes sense but it over simplifies the principle of time on task. Student achievement is not simply a matter of the amount of time spent working on a task. Even though learning and development require time, it is an error to disregard how much time is available and how well the time is spent. Time on task is more complicated than one might assume.Resources:Britton, B.K., and Tesser, A. (1991). Effects of time management practices on college grades. Journal of Educational Psychology, 83 (3), 405-410.Earth-sea-sky course combines art, science: Mississippi State University. (1988). Liberal Education, 74 (2), 29-30.Geiger, K. (1994). Rethinking school time: New, Better, and different...as well as more. The Washington Post, June 12, 1994. p. C3.Ludewig, L.M. (1992). The ten commandments for effective study skills. The Teaching Professor, 5 (10), 3.Terenzini, P.T., and Pascarella, E.T. (1994). Living with myths: Undergraduate education in America. Change, pp. 28-32.Principle 6: Communicate high expectations.Expect more and you will get it. The poorly prepared, those unwilling to exert themselves, and the bright and motivated all need high expectations. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high standards and make extra efforts.For the regular classroom:Give a detailed syllabus with assignments, due dates, and a grading rubric.Encourage students to excel at the work they do.Give students positive reinforcement for doing outstanding work.Encourage students to work hard in class.Tell students that everyone works at different levels and they should strive to put forth their best effort, regardless of what level it is.Help students set challenging goals for their own learning.Publicly acknowledge excellent student performance.Revise courses when needed so students remain challenged.Work individually with students who are struggling to encourage them to stay motivated.Encourage students to do their best instead of focusing on grades.For distance and online courses:Give a detailed syllabus with assignments, due dates, and a grading rubric.Call attention to excellent work in bulletin board postings or class list serves.Show examples of your expectations with previous students' work.Publish student work.Provide corrective feedback. State what you did and did not like.Be a role model to students. Model the behavior and expectations that you expect from students.Expect students to participate.Try to make assignments interesting and relevant to create interest.Ask students to comment on what they are doing.Suggest extra resources that support key points.Principle in action:At Bellevue University (Nebraska), students in the Introductory Psychology course are given a guide for answering essay questions on their syllabus. The suggestions are designed to provide direction to answering a broadly stated essay question. Three exams are given throughout the course. The list of suggestions as well as the essay question are included on the first two exams. On the final exam, only the essay question is given. Students are allowed to practice their writing skills until the assistance is no longer needed.In order to understand how students at SUNY-Plattsburgh learn and develop and how the school can help them to do so, students are required to take the College Outcomes Measures Project examination of the American College Testing Program (ACT COMP) as freshmen and again at the end of their sophomore year.Clayton State College requires students to exhibit seven different writing styles. Several levels of proficiency are present for each of the seven criteria. All students must pass writing assessments on four different occasions.Although it is often only discussed at the instructional level, high expectations also includes the students' performance and behavior inside and outside the classroom. College and universities expect students to meet their high expectations for performance in the classroom, but also expect a personal and professional commitment to values and ethics. They include the discipline to set goals and stick with them, an awareness and appreciation of the diversity of society, and a philosophy of service to others.Resources:An American Imperative: Higher Expectations for Higher Education. An open letter to those concerned about the American future. Report on the Wingspread group in Higher education. (1993).Defining what students need to know: Clayton State. (1988). Liberal Education, 74 (3), 29-30.Gabelnick, F., MacGregor, J., Matthews, R.S., and Smith, B.L. (1990). Learning communities: Creative connections among students, faculty, and disciplines. New Directions for Teaching and Learning, (4), San Francisco, CA: Jossey-Bass.Nuhfer, E.B. (1993). Bottom line disclosure and assessment. The Teaching Professor, 7 (7), 8.Williams, J.H. (1993). Clarifying grade expectations. The Teaching Professor, 7 (7), 1.Principle 7: Respect diverse talents and ways of learning.There are many different ways to learn and no two people learn the same way. Students bring different talents and learning styles to the classroom. Students that excel in the seminar room may be all thumbs in the lab or art studio and vice versa. Students need the opportunity to show their talents and learn in ways that work for them. Then, they can be guided into new ways of learning that are not as easy for them.For the regular classroom:Use Web technologies to allow students to pick and choose learning experiences that fits the way they learn.Encourage students to speak up when they do not understand.Use diverse teaching activities and techniques to address a broad range of students.Select readings and design activities related to the background of students.Provide extra material or activities for students who lack essential background knowledge or skills.Integrate new knowledge about women, minorities, and other under-represented populations into your courses.Use learning contracts and other activities to provide students with learning alternatives for your courses.Encourage students from different races and cultures to share their viewpoints on topic discussed in class.Use collaborative teaching and learning techniques and pair students so they compliment each other's abilities.Give students a problem to solve that has multiple solutions. Guide them with clues and examples.Consider field trips.Be familiar with Howard Gardner's research on multiple intelligences.For distance and online courses:Encourage students to express diverse points of view in discussions.Create learning activities filled with real-life examples and diverse perspectives.Provide Saturday lab experiences by contracting with local high schools or community colleges.Some CD-Roms are available that offer a simulated lab.Balance classroom activities for all styles (some books, some hands on, some visual).Explain theory from a practical approach first then add the structural approach.Principle in Action:Realizing that students can interpret exam questions in different ways, students at Georgia State University in the nursing program are given the chance to modify multiple choice exam questions that they find confusing. This student input lessens test anxiety and gives the student an opportunity to demonstrate what they know.Western Washington University's Fairhaven College has a cluster college with an interdisciplinary curriculum and an emphasis is place on student-centerd approaches to teaching and learning.At Kalamazoo College, the K Plan gives students an on and off campus study that allows them to spend a significant amount of their time in college on career-development internships, foreign study, and individualized projects.The meaning of diversity is very clear from effective institutions. They embrace diversity and systematically foster it. This respect for diversity should play a central part in university decisions, be apparent in the services and resources available to students and resources available to students, be a feature of every academic program, and practiced in every classroom.Resources:Hill, P.J. (1991). Multiculturalism: The crucial philosophical and organizational issues. Change, 38-47.Jacobs, L.C., and Chase, C.I. (1992). Developing and Using Tests Effectively: A Guide for Faculty. San Francisco, CA: Jossey-Bass.Kolb, D. (1981). Learning styles and disciplinary differences. In The Modern American College, edited by A.W. Chickering and Associates. San Francisco, CA: Jossey-Bass.Lynch, J.M., and Bishop-Clark, C. (1993). Traditional and nontraditional student attitudes toward the mixed age classroom. Innovative Higher Education. Winter, 109-121.National Institute of Education. (1984). Involvement in Learning: Realizing the Potential of American Higher Education. Final report of the study group on the conditions of excellence in American higher education. Washington, DC: U.S. Department of Education News.

This is from a paper I wrote for my Masters program on May 1, 2016. I hope it helps:Research-Based Interventions on Personality Disorders: Borderline Personality DisorderBorderline personality disorder (BPD) is one of the most severe personality disorders in a clinical practice (Gado, 2016). The Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5) reports the median population prevalence of BPD at 1.6%, although it could be as high as 5.9% (American Psychiatric Association, 2013). Up to 10% of those diagnosed with BPD will commit suicide; this is a staggering statistic (Gado, 2016). The illness is more prevalent in females (70%) than it is in males (30%) (Gado, 2016). The illness can be recognized by one’s sense of abandonment, unstable and intense relationships, severe identity disturbance (e.g. negative self-image), impulsive behavior, self-harm and suicidal ideation/attempt, affective instability, chronic feelings of emptiness, intense anger, and transient paranoia (American Psychiatric Association, 2013). To understand this illness, I would like to evaluate some of the research studies that have been done on BPD, I will conceptualize the disorder using the bio-psycho-social model, and I will explore the interventions that have been shown to be the most effective for treating BPD. I will start by looking at the research.Three Peer-Reviewed Research Studies on BPDStudy 1: Oxytocin and Reduction of Social Threat Hypersensitivity in Women withBorderline Personality DisorderStudy Intent. Bertsch et al. (2013) wanted to explore the connection between oxytocin (a hormone and neurotransmitter in the brain) in the amygdala and one’s reaction to facial expressions in individuals with BPD. They hypothesized that when participants who had BPD saw angry faces, when given oxytocin, they would experience less fixation and would have a reduced activation of the posterior amygdala. The idea was that this would give individuals with BPD normal reactions to facial expressions.Type of Study. To test this, Bertsch et al. (2013) did a randomized, placebo-controlled, double blind trial.Participants and Groups. Participants had to be diagnosed with BPD according to the criteria outlined in the DSM-IV, be female, and had to be between the ages of 18 and 36. Participants were excluded if they exhibited any neurological disorders, used medications consistently (outside of birth control), had a lifetime diagnosis of schizophrenia, lifetime schizoaffective disorder, or lifetime bipolar disorder, or were currently dependent on drugs or alcohol (Bertsch et al., 2013). Participants were divided into two groups (placebo and oxytocin) at a rate of 1:1. Those with BPD were recruited through the Department of General Psychiatry at the University of Heidelberg (n = 12) and advertisements (n = 28). The healthy controls were recruited through advertising alone (n= 41) (Bertsch et al., 2013). In all, there were 71 participants in this study. All participants were tested in the follicular phase (days 2 to 7 of the menstrual cycle) to prevent exogenous oxytocin and gonadal steroids from interfering with the results of the intervention (Bertsch et al., 2013). Two participants were excluded from the analysis because they were to found to be outside of the follicular phase (Bertsch et al., 2013).Intervention. On the day of testing, participants could not smoke, take caffeine, or be on analgesic medications (Bertsch et al., 2013). Participants were divided into the oxytocin and placebo groups in a double blind manner. Participants were shown a series of 72 images wherein they would judge, as quickly as possible, whether the emotion was angry, fearful, or happy (Bertsch et al., 2013). Blood oxygen levels were monitored throughout the study. Functional imaging was also done to watch brain activity, specifically in the posterior amygdala. Additionally, latencies and proportions of fixation changes were measured in the eyes (Bertsch et al., 2013). A cross point was picked on the screen, and some of the images were offset slightly—with the eyes or mouth at the cross point, and the researchers measured the latency and proportion of fixation changes (i.e. the lag and number of time the gaze was adjusted away from the cross point to the mouth or eyes respectively). A fixation change of <0.5° was considered within the normal range, correct identification of the facial expressions, and changes in brain activity at a p value of <0.05 were used as baselines and considered within the normal range (Bertsch et al., 2013).Results. When it came to identifying faces, the results between the BPD participants and the healthy controls were the same. However, both groups were able to recognize happy faces better than faces that were angry or fearful (Repeated Measures. There were no repeated measures for this study.Study Outcome. This study confirmed that women in the BPD placebo condition responded more quickly to angry faces than their counterparts Now, let’s see what research in other areas has to say.Study 2: Treatment Differences in the Therapeutic Relationship and Introject During a 2-Year Randomized Controlled Trial of Dialectical Behavior Therapy versus Non-Behavioral Psychotherapy Experts for Borderline Personality DisorderStudy Intent. Bedics, Atkins, Comtois, and Linehan (2012) wanted to explore the changes in introject (i.e. one’s self-directed actions, self-appraisals, and physical and verbal actions directed toward the self that remain fairly stable throughout one’s lifespan) when presented with dialectical behavior therapy (DBT). Healthy individuals tend to have healthy introject, whereas individuals with BPD tend to have attacking and abandoning introject (Bedics et al., 2012). Bedics et al. hypothesized that introject would be improved during DBT (as opposed to non-behavioral psychotherapy labeled as a community treatment by experts; CTBE), that participants would perceive therapists as having higher levels of affirmation, control, and protection, that participants would see the therapist’s behavior as helpful and be less inclined to commit non-suicidal self-injury (NSSI), and the BPD participant would have an improved outcome in overall results.Type of Study. To test this, Bedics et al. (2012) use a randomized controlled trial and assigned participants with BPD to one of the two groups; DBT or CTBE.Participants and Groups. 186 females between the ages of 18 and 49 were assessed for the trial. To qualify, participants had to be diagnosed with BPD according to the criteria in the DSM (no edition specified), had to endorse a history of at least two NSSI or suicide attempts within the past 5 years and at least one incidence within the 8 weeks prior to the study (Bedics et al., 2012). Individuals were excluded if they had a lifetime history of schizophrenia, schizoaffective disorder, bipolar disorder, mental retardation, or psychotic disorders that were not yet specified (Bedics et al., 2012). They were also excluded if they were homeless and the trial would interfere with their ability to secure housing, were mandated to treatment, or were required to take certain medications (Bedics et al., 2012). In all, 101 women were analyzed during this treatment and were randomized to the DBT group (n = 52) or the CTBE group (n = 49) (Bedics et al., 2012).Intervention. The interventions consisted of treatment using one of the two treatment methods (i.e. DBT or CTBE). In DBT, participants would learn problem solving behaviors while being taught acceptance strategies (e.g. interpersonal reciprocity and validation,) (Bedics et al., 2012). In CTBE, participants would receive an eclectic and mostly psychodynamic approach to treating their disorder; the therapists were left to decide how to best treat each patient (Bedics et al., 2012). In all,16 DBT therapists and 25 CTBE therapists were assigned patients. Measurements of introject were taken at 2 weeks, 4 months, 8 months, and 12 months (Bedics et al., 2012).Results. DBT patients reached healthy introject more quickly than those in the CTBE group and had significantly better results in the areas of self-affirm, active self-love, self-protect, and had lower self-attack (Repeated Measures. Additional follow up was done at 16 months, 20 months, and 24 months. Participants were asked to rate their perception of themselves and their therapists since their last assessment (Bedics et al., 2012).Study Outcome. In all, the research supported the hypotheses of Bedics et al. (2012). While BPD participants were hostile initially, they softened up by the end of the study and saw the therapists in the DBT group as more affirming, more supportive, more protecting, and less critical (Bedics et al., 2012). DBT was more effective than CTBE at improving introject and DBT therapists were seen as more autonomy giving and affiliative when compared to their CTBE peers (Bedics et al., 2012). In essence, BPD participants seemed to respond more positively with DBT therapists than they did with CTBE therapists (Bedics et al., 2012). The more a patient thought her therapist cared, the more self-love she showed and the less NSSI she exhibited. In short, the more one perceives she is cared about, the more she will care about herself. This could be important in treating BPD. This and the previous study give us a sense of biological and psychological interventions that may make a difference in BPD patients. Let’s look at another therapeutic intervention.Study 3: Effects of Motive-Oriented Therapeutic Relationship in a Ten-Session General Psychiatric Treatment of Borderline Personality Disorder: A Randomized Controlled TrialStudy Intent. Kramer et al. (2014) wanted to compare theThe idea was that MOTR would be more effective than GPM for the short term treatment of BPD, and that MOTR would decrease general symptoms better than GPM during a 10-session intervention (Kramer et al., 2014). Kramer et al. also posited that MOTR would have higher markers of patient-therapist collaboration.Type of Study. To test these hypotheses, Kramer et al. (2014) conducted a single-blind, randomized controlled add-on trial wherein they would compare two 3-month treatments for BPD.Participants and Groups. Participants were selected based on a diagnosis of BPD according to the DSM-IV and had to be between the ages of 18 and 65 years (Kramer et al., 2014). Participants were excluded if they had a DSM-IV diagnosis of a psychotic disorder, mental retardation, or abused alcohol (Kramer et al., 2014). Of the 140 participants who were screened, 85 were randomized at a 1:1 split (GPM, n = 43; MOTR, n = 42). By the end of the study, 29 individuals from the GPM group and 31 individuals from the MOTR group were included in the analysis (Kramer et al., 2014). Additionally, 22 therapists were randomized and trained in MOTR (n = 9) and GPM (n = 13) (Kramer et al., 2014).Intervention. Two conditions were used for this study. The first consisted of a 10-session treatment using the GPM methodology. GPM covers six main points: (1) the establishment of a psychiatric diagnosis and the communication of this to the patient; (2) the patient’s recollection of the psychiatric illness (anamnesis); (3) the establishment of a treatment focus; (4) the definition of short-term objectives for the intervention; (5) dealing with problems that interfere with the treatment; and (6) interpretation of core conflictual themes are formulated (Kramer et al., 2014). GPM sessions were done once per week. The second condition consisted of the same treatments as GPM with the exception of adding MOTR (i.e. to honor the patient’s needs and motives within the framework of the therapeutic treatment) to the intervention between weeks 2 and 10 (Kramer et al., 2014). To measure the outcomes, patients were given an outcome questionnaire – 45.2 (OQ-45; a 45 item self-assessment that measures the results yielded from psychotherapy) (Kramer et al., 2014). Additionally, an inventory of interpersonal problems (IIP; a 64 item self-assessment that assesses interpersonal functioning), a borderline symptom list (BSL-23; a 23 item assessment that measures symptoms of BPD), and a work alliance inventory – short form (WAI-short version; a 12 item self-assessment that measures that patient-therapist relationship) were used (Kramer et al., 2014).Results. At intake, there were no differences between the groups (OQ-45 total: t = –0.62, p = 0.54; OQ-symptom distress: t1, 72= –1.03, p = 0.31; OQ-interpersonal relationships: t1, 72= 0.01, p = 0.99; OQ-social role: t1, 72= 0.07, p = 0.95; IIP: t 1, 66 = –1.65, p = 0.10; BSL: t = –0.53, p = 0.60). Using ANCOVA and the OQ-45, there was a between group effect on condition and time (F= 7.25, p < 0.02, at the level 0.05/4). The MANCOVA found a statistically significant effect favoring MOTR (F =2.50, p = 0.06). When it same to IIS, there was significant effect in favor of MOTR (F = 3.22, p = 0.07). There was no between group effect for the BSL (F = 0.09, p = 0.77). In the WAI-short version, therapists reported an effect using the MOTR (coefficient = 0.99; SE = 0.49; t ratio = 2.03; d.f. = 55, p = 0.04) whereas, the patients reported something different (coefficient = 0.01; SE = 0.52; t ratio = 0.02; d.f. = 55, p = 0.98) (Kramer et al., 2014).Repeated Measures. There were no repeated measures for this study.Study Outcome. While MOTR had very little impact on the effectiveness of GPM in treating BPD, it did impact the therapist’s assessment of the intervention. It seems that therapists thought more highly of the MOTR intervention than they did of the GPM alone (Kramer et al., 2014).Each of these research studies helps us understand BPD a bit more. While there is no way to study every aspect of BPD in a single study, these studies give us glimpses of the disorder, how it impacts patients, and they give us ideas on how to treat those patients. BPD is a complex illness and seems to affect every aspect of a patient’s life, so at this point, it may be important to look at the biological, psychological, and social underpinnings of the illness and then look at the best-practice treatments. Let’s begin by looking at the biological factors at play in BPD.The Causes of BPD According to the Bio-Psycho-Social ModelBiologicalThe DSM-5 says that BPD is 5 times more likely to occur in first-degree biological relatives than it is in the general population (American Psychiatric Association, 2013). Bandelow, Schmahl, Falkai, and Wedekind (2010) showed that there are dysfunctions in one’s serotoninergic, dopaminergic, and other neurotransmitter systems, and that the availability of endogenous (internal) opioid receptors may be part of the underlying problem. O’Neill and Frodl (2012) suggest that there are reductions in the hippocampi and amygdalae and that there are higher levels of glutamate concentrations in anterior cingulate cortices (a part of the brain thought to control autonomic functions, decision making, and impulse control) of those with BPD—high glutamate levels are correlational with psychosis (Egerton et al., 2014). These sources, and more, indicate that BPD is not simply a problem with one’s thinking. The presence of heritability in first-degree relatives, the dysfunction of neurotransmitter systems, and the reduction of important brain regions all indicate a biological basis for BPD (American Psychiatric Association, 2013; Bandelow et al., 2010; O’Neill & Frodl, 2012). These findings do not negate the importance of psychological factors, so let us take a look at those next.PsychologicalAndreou et al. (2015) found cognitive deficits are prevalent in those with BPD. Adreou et al. also point out problems with processing facial expressions and the rhythms and tones (prosody) in peoples’ words (i.e. errors in social cognition) and cognitive biases (e.g. overconfidence) in those with BPD. Paris and Black (2015) show that individuals with BPD have affective instability (i.e. abrupt shifts in mood), impulsive behavior, and disturbed relationships and many of these are caused by biological and developmental problems. Another interesting finding from Paris and Black is that the moods of people with BPD go from positive to angry rather than positive to depressed like those with bipolar disorder. What I find most intriguing about the disorder is that it is highly heritable, is exacerbated by problematic thinking, and is often triggered by traumatic life events and cultural expectations, which I will discuss in the next segment.SocialParis and Lis (2012) point out the higher prevalence of suicidality and self-harm in developed countries and that symptoms for BPD vary by culture. However, defining these differences can be complex because of variances in cultural and social definitions for normalcy; while BPD is culture-influenced, it is not culture-bound (Paris & Lis, 2012). The DSM-5 points out the issue with developmental and social problems in individuals from differing cultures; many individuals will experience culture specific identity pressures, conflicts about sexual orientation, and social pressures to decide on careers (American Psychiatric Association, 2013). However, culture is not the only factor affecting the development of BPD. Elzy (2011) found that trauma during development (specifically childhood sexual abuse) can lead to an emotionally invalidating environment because children feel shame, guilt, fear, and confusion. Without social support at home, sexually abused children are more likely to develop BPD. 60% of sexually abused children are abused by a close family friend or family member and this can lead to the development of distrust and faulty thinking in those with BPD (Elzy, 2011). Dyer et al. (2013) mention that 60% of those with BPD report being sexually abused as children and this abuse can lead to negative body image. I am disturbed by these findings. With the percentage of patients with BPD reporting sexual abuse as children, it makes sense that this disorder would prevail. These findings make me think that one of the best solutions for treating this disorder starts with creating safe and healthy family environments. It seems that children might have a genetic predisposition for BPD, but if they are in a nurturing environment, they may never develop the disorder.BPD stems from biological, psychological, and social influences. A person may have underlying biological issues that impact his or her ability to think, he or she might have social experiences that trigger biological and psychological abnormalities, or he or she might have faulty thinking that negatively influences his or her ability to integrate with society; with BPD, there is no singular cause. Instead, it seems to come about because of interactions in the aforementioned factors. This does not make it a hopeless cause. Understanding the origins of the illness allows us to design interventions for treating it and that is what I would like to explore in this next section.Best Practices for the Treatment of Borderline DisorderPharmacological TreatmentsParis and Black (2015) found antidepressants, mood stabilizers, anticonvulsants, and lithium to be ineffective at treating BPD. Francois, Roth, and Klingman (2015) point out that there are no US Food and Drug Administration (FDA) approved medications for BPD at this time. Francois et al. confirmed the findings of Paris and Black by reviewing the most recent research studies on pharmacotherapy and BPD. Francois et al. also found antidepressants and mood stabilizers to be ineffective at treating the disorder, but did find that antipsychotics (e.g. olanzapine) helped reduce anger, anxiety, and interpersonal sensitivity in those with BPD.Cognitive TreatmentsWhen it comes to treating BPD, it seems that psychotherapies are the best intervention at this time. The American Psychiatric Association recommends cognitive behavior therapy (CBT), and more specifically, dialectical behavior therapy (DBT) (Gado, 2016). CBT allows therapists to help those with BPD establish a secure relationship in a one-on-one environment, understand their illness, and develop strategies to help them cope with the illness (Beatson & Rao, 2014). DBT takes CBT a step further by adding acceptance skills to the equation; since self-acceptance is nearly non-existent in those with BPD (Gado, 2016). DBT helps the patient gain control over the illness, helps him or her have hope for the future, helps the patient see the whole of the illness and all of its parts, and helps the patient feel completeness and joy (Gado, 2016). In essence, cognitive treatments help individuals feel valued, understand their illness, and become more self-accepting.Social TreatmentsThe aforementioned treatments will only be effective if they last long-term and this is why I think it is important to add a social component to the treatment intervention. Lis and Bohus (2013) claim that many of the issues with BPD involve a sense of social rejection, a misinterpretation of social cues, and difficulty in repairing cooperation after experiencing disappointment, and social integration for those with BPD remains unsatisfactory. Korn, La Rosée, Heekeren, and Roepke (2016) found that those with BPD have difficulty processing social feedback and often have a negative self-assessment. This is where DBT and CBT can cover social aspects of a patient’s life and help him or her reintegrate with society and other important relationships he or she may have. Without addressing the social aspects of BPD, a patient could return to his or her unfavorable thinking and behavior.ConclusionIn summary, BPD is highly prevalent, is dangerous to the individual, and stems from biological, psychological, and social factors. In this paper, I explored current research studies; findings from which I am able to understand the complexity of this illness. I looked at the biological, psychological, and social factors at play with the illness. It seems that BPD is heritable and can negatively impact one’s brain functions (American Psychiatric Association, 2013; Bandelow et al., 2010; O’Neill & Frodl, 2012). Additionally, BPD seems to be impacted by one’s childhood experiences, sexual abuse being the most prevalent among those (Elzy, 2011). This could explain why so many with BPD have such a negative self-image (Dyer et al., 2013). In looking at the best-practice treatments for BPD, I found that medications, to date, are ineffective at treating the disorder (Francois et al., 2015; Paris & Black, 2015). Instead, one should pursue psychotherapy, specifically DBT because it instills self-confidence in the individual and allows him or her to feel accepted (Gado, 2016). There seems to be a great deal to learn about BPD. This complex illness affects enough people to make it a public concern and finding appropriate interventions needs continued research. There is no cure for this illness at this time, but perhaps with time, that diagnosis will change and those with the illness will find lasting relief.ReferencesAmerican Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.Andreou, C., Kelm, L., Bierbrodt, J., Braun, V., Lipp, M., Yassari, A. H., & Moritz, S. (2015). Factors contributing to social cognition impairment in borderline personality disorder and schizophrenia. Psychiatry Research, 229(3), 872-879. doi:10.1016/j.psychres.2015.07.057Bandelow, B., Schmahl, C., Falkai, P., & Wedekind, D. (2010). Borderline personality disorder: A dysregulation of the endogenous opioid system? Psychological Review, 117(2), 623-636. doi:http://dx.doi.org/10.1037/a0018095Beatson, J., & Rao, S. (2014). Psychotherapy for borderline personality disorder. Australasian Psychiatry, 22(6), 529-532. doi:10.1177/1039856214555531Bedics, J. D., Atkins, D. C., Comtois, K. A., & Linehan, M. M. (2012). Treatment differences in the therapeutic relationship and introject during a 2-year randomized controlled trial of dialectical behavior therapy versus nonbehavioral psychotherapy experts for borderline personality disorder. Journal of Consulting and Clinical Psychology, 80(1), 66-77. doi:http://dx.doi.org/10.1037/a0026113Bertsch, K., Gamer, M., Schmidt, B., Schmidinger, I., Walther, S., Kästel, T., . . . Herpertz, S. C. (2013). Oxytocin and reduction of social threat hypersensitivity in women with borderline personality disorder. The American Journal of Psychiatry, 170(10), 1169-1177. Retrieved from Log In - ProQuestDyer, A., Borgmann, E., Feldmann, R. E., Kleindienst, N., Priebe, K., Bohus, M., & Vocks, S. (2013). Body image disturbance in patients with borderline personality disorder: Impact of eating disorders and perceived childhood sexual abuse. Body Image, 10(2), 220-225. doi:10.1016/j.bodyim.2012.12.007Egerton, A., Stone, J. M., Chaddock, C. A., Barker, G. J., Bonoldi, l., Howard, R. M., . . . McGuire, P. K. (2014). Relationship between brain glutamate levels and clinical outcome in individuals at ultra high risk of psychosis. Neuropsychopharmacology, 39(12), 2891-2899. doi:http://dx.doi.org/10.1038/npp.2014.143Elzy, M. B. (2011). Examining the relationship between childhood sexual abuse and borderline personality disorder: Does social support matter? Journal of Child Sexual Abuse, 20(3), 284-304. doi:10.1080/10538712.2011.573526Francois, D., Roth, S. D., & Klingman, D. (2015). The efficacy of pharmacotherapy for borderline personality disorder: A review of the available randomized controlled trials.Psychiatric Annals, 45(8), 431-437. doi:http://dx.doi.org/10.3928/00485713-20150803-09Gado, G. A. (2016). The effectiveness of dialectical behavior therapy on reducing symptoms of borderline personality disorder: Case study. International Journal of Social Science and Humanity, 6(1), 47-51. doi:http://dx.doi.org/10.7763/IJSSH.2016.V6.616Korn, C. W., La Rosée, L., Heekeren, H. R., & Roepke, S. (2016). Social feedback processing in borderline personality disorder. Psychological Medicine, 46(3), 575-587. doi:http://dx.doi.org/10.1017/S003329171500207XKramer, U., Kolly, S., Berthoud, L., Keller, S., Preisig, M., Caspar, F., . . . Despland, J. (2014). Effects of motive-oriented therapeutic relationship in a ten-session general psychiatric treatment of borderline personality disorder: A randomized controlled trial.Psychotherapy and Psychosomatics, 83(3), 176-186. doi:http://dx.doi.org/10.1159/000358528Lis, S., & Bohus, M. (2013). Social interaction in borderline personality disorder. Current Psychiatry Reports, 15(2), 338. doi:10.1007/s11920-012-0338-zO’Neill, A., & Frodl, T. (2012). Brain structure and function in borderline personality disorder. Brain Structure & Function, 217(4), 767-782. doi:http://dx.doi.org/10.1007/s00429-012-0379-4Paris, J., & Black, D. W. (2015). Borderline personality disorder and bipolar disorder. The Journal of Nervous and Mental Disease, 203(1), 3-7. doi:10.1097/nmd.0000000000000225Paris, J., & Lis, E. (2012). Can sociocultural and historical mechanisms influence the development of borderline personality disorder? Transcultural Psychiatry,50(1), 140-151. doi:10.1177/1363461512468105Westermann, S., Cavelti, M., Heibach, E., & Caspar, F. (2015). Motive-oriented therapeutic relationship building for patients diagnosed with schizophrenia. Frontiers in Psychology, 6, 1294. doi:10.3389/fpsyg.2015.01294