The study addressed the problem of recurring technical and musical errors exhibited by students in their private lessons. In an effort to remedy this problem, an attempt was made to structure the entry and exit environment of the private lesson in such a way as to increase the improvement in performing skills by scheduling thirty minutes of practice immediately before and immediately after the private lesson. The purpose of the study was to determine the effect on growth in performing skills (as measured by sight performance) of this arrangement called the Structured Border Lesson (SBL).

This study was designed to investigated the role of religious ideology in one's willingness or reluctance to seek professional psychotherapeutic assistance. The subjects consister of 220 members randomly selected from six different denominations: Baptist, Church of Christ, Methodist, Presbyterian, Roman Catholic, and Unitarian. The major findings of the study were as follows: 1. HC Ss displayed significantly less personal recognition of need for psychotherapeutic help, less interpersonal openness and greater overall reluctance to seek professional psychological help than LC Ss. 2. There was no significant difference between HC and LC Ss in terms of sensitivity to stigmatization and confidence in the mental health profession and mental health professionals. 3. MC Ss scored lower in each of the five areas investigated than did either HC or LC Ss. It was concluded that individuals who are highly conservative in their religious beliefs may be more reluctant to admit that they have a psychological problem with someone else than individuals who subscribe to more moderate or liberal religious beliefs.

The problem is concerned with social attitudes of graduate students toward graduate faculty and graduate faculty toward graduate students in the programs of a large college of education. The purposes are (a) to establish that the attitudes of acceptance of others, trust in people, philosophy of human nature, human values, and moral ethics exist among graduate students and among graduate faculty in a large college of education; (2) to determine the relative degree to which these social attitudes exist (a) among graduate students, (b) among graduate faculty, and (c) between graduate students and graduate faculty.