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1 This article is based on research done in connection with the author’s unpublished doctoral dissertation presented in partial fulfilment of requirements for the Ed. D. degree at Harvard University in 1958, as well as on research supported by Public He a 1 t h Service Research Grants M-3785 (A), M-4713(A), and MH-06902-01, from the National Institute of Mental Health, Department of Health, Education and Welfare.
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