BarOn Emotional Quotient Inventory By Reuven Bar-On, Ph.D. Group Report Group Name: Total in Group: Males: Females: Unspecified: Original Report Date: 13 8 4 1 August 21, 2003 The information given in this report should be used as a means of generating hypotheses and as a guide to assessment. Higher standard scores are associated with greater levels of emotional intelligence and better performance. 100 represents effective emotional functioning. Scores greater than 100 represent enhanced emotional functioning, and scores of less than 100 indicate areas that may be improved. Copyright 2002 Multi-Health Systems Inc. All rights reserved. P.O. Box 950, North Tonawanda, NY 14120-0950 3770 Victoria Park Ave., Toronto, ON M2H 3M6
Page 2 Introduction The EQ-i Group Report provides a wealth of information. This introduction describes its contents and intended usage. The Group Report allows a Counselor to evaluate group disposition and to suggest programs that might benefit a significant portion of the group s members. This report is based on the average score obtained by the group members. It is important to bear in mind therefore that the overall group results presented here may not, and usually will not, apply to every single individual within the group. To assess specific individuals, the Individual Summary Report, Development Report, or Resource Report should be used instead as they are designed for that purpose. The Group Report provides information that a Counselor can use in putting together a presentation for the group. The information provided is comprehensive and generic. For feedback purposes, the information can be easily adapted to be simpler and to direct attention to fit the unique dynamics of each group that is assessed. The content of the report begins with a brief presentation of the validity indexes. Examination of validity is an important first step in the group interpretation process, since the validity index results signify the response style of the group which is pertinent to the understanding of all of the other scale results. Next, there are graphical displays of the average group scores for Total EQ, the 5 composite scales, and the 15 subscales. Total EQ describes the broadest area of skills looking at overall emotional and social functioning. The composite scales break Total EQ into the 5 domains of Intrapersonal, Interpersonal, Stress Management, Adaptability, and General Mood. The 15 subscales then provide very focused information about specific skills within each of these domains. Several pages then present the distributions of the scores and item responses for every scale. From the score distributions, one can see at a glance, if there are clusters of group members in specific score ranges. This information is important since there can be a significant portion of the group scoring high or low, even if the overall group score is more moderate. The item distributions summarize the EQ-i at the item level, providing a means to explore the specific responses of the group members. A graph of group demographics (age and gender breakdown) is given, followed by several pages of text that describe the results. This text provides general information that may serve as the foundation or start point for discussion. This text will help Counselors in their interpretation of the findings. A proper assessment will combine this information with all other available information about the group to formulate a comprehensive and accurate picture. Finally, the report also supports the initiation of positive change by offering simple development strategies. These strategies are useful tips to improve targeted skill areas. Sometimes, after thought and discussion, strategies other than those listed (or supplementing those listed) will end up being used. The tips provided in the report are action-oriented and often provide a quick effective means of initiating improvements that can be embellished by adding other approaches, or by developing a more elaborate program. There can be some surprises and occasional anxiety associated with EQ-i feedback, but most experience the process as highly rewarding and enlightening. With thought, areas of higher skill may be used in more situations or more frequently to take best advantage of them. The identification of lower skill areas should be taken as an opportunity for enrichment.
Page 3 Validity Indicators Validity Comment: Impression: High Inconsistency: High Omissions: The scores on the validity measures are all within the acceptable range. The validity of the results is supported. Positive = 114.2 7.7% 0% Total EQ This graph shows the group average Total EQ. Composite Scales This graph shows the group averages for the composite scales.
Page 4 Content Subscales The following graph shows the group averages for the 15 EQ-i subscales grouped according to composite area.
Page 5 Distribution of Scores and s Several pages follow that present the distributions of the scores and item responses for every scale. The score distributions show the percentage of respondents scoring less than 75, between 75-84, 85-94, 95-105, 106-115, 116-125, and over 125. With these graphics, one can look for clusters of group members in specific score ranges. This information is important since, for example, there can be a significant portion of the group scoring high or low, even if the overall group score is more moderate. The item distributions summarize the EQ-i at the item level, providing a means to explore the specific responses of the group members. So, if a particular scale outcome is of specific interest or concern, examination of the item responses for the group for that scale can be helpful in understanding the scale result.
Page 6 Average = 101.8 Minimum = 91 Maximum = 113 Standard Deviation = 6.5 Valid s = 13 Invalid s = 0 Average = 103.8 Minimum = 87 Maximum = 114 Standard Deviation = 8.5 Valid s = 13 Invalid s = 0 Average = 100.8 Minimum = 81 Maximum = 115 Standard Deviation = 9.8 Valid s = 13 Invalid s = 0
Page 7 Average = 100.2 Minimum = 84 Maximum = 111 Standard Deviation = 7 Valid s = 13 Invalid s = 0 Average = 100 Minimum = 88 Maximum = 111 Standard Deviation = 7.1 Valid s = 13 Invalid s = 0 Average = 103.3 Minimum = 82 Maximum = 115 Standard Deviation = 7.7 Valid s = 13 Invalid s = 0
Page 8 I feel sure of myself in most situations. 0 0 8 8 54 31 I lack self-confidence. 0 54 31 8 8 0 I have good self-respect. 0 0 0 23 23 54 I don t feel good about myself. 0 77 0 23 0 0 It's hard for me to accept myself just the way I am. 0 69 15 15 0 0 I'm happy with the type of person I am. 0 0 0 0 38 62 I feel comfortable with my body. 0 8 8 8 62 15 I'm happy with the way I look. 0 0 8 8 69 15 Looking at both my good points and bad points, I feel good about myself. 0 0 0 0 38 62
Page 9 It's fairly easy for me to express feelings. 0 0 31 15 38 15 I'm in touch with my emotions. 0 0 0 23 54 23 It's hard for me to share my deep feelings with others. 0 8 31 31 31 0 It's hard for me to understand the way I feel. 0 46 54 0 0 0 It's hard to express my intimate feelings. 0 8 23 54 15 0 I'm aware of the way I feel. 0 0 0 8 54 38 Even when upset, I m aware of what s happening to me. 0 0 0 8 38 54 It's hard for me to describe my feelings. 0 23 46 31 0 0
Page 10 When I m angry with others, I can tell them about it. 0 8 8 31 38 15 When I disagree with someone, I m able to say so. 0 0 0 15 69 15 It's hard for me to say "no" when I want to. 0 31 38 23 8 0 It's fairly easy for me to tell people what I think. 0 0 0 15 62 23 Others think that I lack assertiveness. 0 46 38 8 0 8 It's difficult for me to stand up for my rights. 0 54 31 15 0 0
Page 11 I prefer a job in which I m told pretty much what to do. 0 69 23 8 0 0 When working with others, I tend to rely more on their ideas than my own. 0 0 31 38 31 0 I prefer others to make decisions for me. 0 62 23 15 0 0 It's hard for me to make decisions on my own. 0 62 31 0 8 0 I'm more of a follower than a leader. 0 38 54 0 8 0 I tend to cling to others. 0 31 69 0 0 0 I seem to need other people more than they need me. 0 0 69 23 8 0
Page 12 I try to make my life as meaningful as I can. 0 0 0 8 77 15 I really don t know what I m good at. 0 23 69 8 0 0 In the past few years, I ve accomplished little. 0 85 15 0 0 0 I don t get enjoyment from what I do. 0 62 38 0 0 0 I don t get that excited about my interests. 0 31 54 0 15 0 I try to continue and develop those things that I enjoy. 0 0 0 0 69 31 I enjoy those things that interest me. 0 0 0 0 23 77 I try to get as much as I can out of those things that I enjoy. 0 0 8 0 54 38 I don t have a good idea of what I want to do in life. 0 54 15 15 15 0
Page 13 I'm unable to understand the way other people feel. 0 38 46 15 0 0 I'm good at understanding the way other people feel. 0 0 0 15 69 15 My friends can tell me intimate things about themselves. 0 0 0 15 46 38 I would stop and help a crying child find his or her parents, even if I had to be somewhere else at the same time. 0 0 0 0 15 85 I care what happens to other people. 0 0 0 0 23 77 I'm sensitive to the feelings of others. 0 0 0 15 54 31 It's hard for me to see people suffer. 0 0 0 8 46 46 I avoid hurting other people s feelings. 0 0 0 38 38 23
Page 14 I like helping people. 0 0 0 0 54 46 It doesn t bother me to take advantage of people, especially if they deserve it. 0 54 31 15 0 0 Others find it hard to depend on me. 0 92 8 0 0 0 I would stop and help a crying child find his or her parents, even if I had to be somewhere else at the same time. 0 0 0 0 15 85 I care what happens to other people. 0 0 0 0 23 77 If I could get away with breaking the law in certain situations, I would. 0 77 23 0 0 0 I'm able to respect others. 0 0 0 8 23 69 I think it s important to be a law-abiding citizen. 0 0 0 8 15 77 It's hard for me to see people suffer. 0 0 0 8 46 46
Page 15 I'm unable to show affection. 0 46 23 31 0 0 It's hard for me to share my deep feelings with others. 0 8 31 31 31 0 I'm a fairly cheerful person. 0 0 0 8 77 15 It's easy for me to make friends. 0 0 8 8 69 15 My friends can tell me intimate things about themselves. 0 0 0 15 46 38 I'm fun to be with. 0 0 0 15 85 0 I don t get along well with others. 0 62 31 8 0 0 My close relationships mean a lot to me and to my friends. 0 0 0 15 46 38 I have good relations with others. 0 0 0 8 54 38 People think that I m sociable. 0 0 0 23 46 31 I don t keep in touch with friends. 0 23 31 23 23 0
Page 16 I know how to deal with upsetting problems. 0 0 0 15 54 31 I believe that I can stay on top of tough situations. 0 0 0 8 46 46 I can handle stress without getting too nervous. 0 8 8 38 23 23 I don t hold up well under stress. 0 31 46 15 8 0 I feel that it s hard for me to control my anxiety. 0 15 54 23 8 0 I know how to keep calm in difficult situations. 0 0 0 15 69 15 It's hard for me to face unpleasant things. 0 23 31 38 8 0 I believe in my ability to handle most upsetting problems. 0 0 0 0 77 23 I get anxious. 0 23 8 54 15 0
Page 17 It is a problem controlling my anger. 0 38 46 15 0 0 When I start talking, it is hard to stop. 0 31 31 23 15 0 My impulsiveness creates problems. 0 8 69 23 0 0 People tell me to lower my voice in discussions. 0 69 15 15 0 0 I'm impatient. 0 0 15 46 38 0 I have strong impulses that are hard to control. 0 23 46 31 0 0 I'm impulsive. 0 0 38 54 8 0 I've got a bad temper. 0 54 38 8 0 0 I tend to explode with anger easily. 0 69 31 0 0 0
Page 18 I try to see things as they really are, without fantasizing or daydreaming about them. 0 0 8 0 62 31 It's hard for me to understand the way I feel. 0 46 54 0 0 0 I have had strange experiences that can t be explained. 0 62 15 8 15 0 People don t understand the way I think. 0 15 62 15 8 0 I tend to fade out and lose contact with what happens around me. 0 69 23 8 0 0 I get carried away with my imagination and fantasies. 0 38 54 0 8 0 Even when upset, I m aware of what s happening to me. 0 0 0 8 38 54 I tend to exaggerate. 0 15 31 38 15 0 I can easily pull out of daydreams and tune into the reality of the immediate situation. 0 8 0 0 31 62 It's hard for me to keep things in the right perspective. 0 46 38 15 0 0
Page 19 It's difficult for me to begin new things. 0 38 54 8 0 0 It's hard for me to make adjustments in general. 0 15 69 15 0 0 It's difficult for me to change my opinion about things. 0 8 38 46 8 0 It's easy for me to adjust to new conditions. 0 0 0 8 69 23 I'm able to change old habits. 0 8 0 69 23 0 It's generally hard for me to make changes in my daily life. 0 15 62 23 0 0 It's hard for me to change my ways. 0 8 38 54 0 0 It would be hard for me to adjust if I were forced to leave my home. 0 15 31 23 31 0
Page 20 My approach in overcoming difficulties is to move step by step. 0 0 0 62 31 8 When faced with a difficult situation, I like to collect all the information about it that I can. 0 0 0 23 46 31 I like to get an overview of a problem before trying to solve it. 0 0 0 15 54 31 When facing a problem, the first thing I do is stop and think. 0 0 0 38 54 8 When trying to solve a problem, I look at each possibility and then decide 0 on the best way. 0 0 8 69 23 It's hard for me to decide on the best solution when solving problems. 0 31 54 0 15 0 In handling situations that arise, I try to think of as many approaches as I can. 0 0 0 46 31 23 I generally get stuck when thinking about different ways of solving problems. 0 15 62 15 8 0
Page 21 I feel sure of myself in most situations. 0 0 8 8 54 31 I believe that I can stay on top of tough situations. 0 0 0 8 46 46 I'm optimistic about most things I do. 0 8 8 0 54 31 I generally hope for the best. 0 0 0 0 54 46 I'm generally motivated to continue, even when things get difficult. 0 0 0 8 54 38 I generally expect things will turn out all right, despite setbacks from time to time. 0 0 0 8 62 31 I believe in my ability to handle most upsetting problems. 0 0 0 0 77 23 Before beginning something new, I usually feel that I ll fail. 0 62 38 0 0 0
Page 22 It's hard for me to enjoy life. 0 69 23 8 0 0 It's hard for me to smile. 0 62 31 8 0 0 I'm a fairly cheerful person. 0 0 0 8 77 15 I am satisfied with my life. 0 0 8 8 23 62 I'm fun to be with. 0 0 0 15 85 0 I get depressed. 0 54 23 15 8 0 I'm not that happy with my life. 0 77 15 8 0 0 I enjoy weekends and holidays. 0 0 0 0 8 92 I like to have fun. 0 0 0 0 15 85
Page 23 Group Demographics The following graph depicts the age and gender distribution of the respondents included in the group. The General nonspecific category is used when age or gender is not available for respondents.
Page 24 Cautionary Remarks This computerized report is meant to act as an interpretive aid and should not be used as the sole basis for placement, intervention, or other kinds of decision making. This report works best when combined with other sources of relevant information. The report is based on an algorithm that produces the interpretations most common for the scores that are obtained. This is a group report and is based on the average responses of the group members. Although this report is reflective of the predisposition of the group, the comments in this report need not and, in general, will not apply to every individual in the group. Individual reports should be used instead to obtain information pertinent to specific people. Validity Indicators Several sections follow that describe the validity indicators and summarize their meaning. Inconsistency Index A high score on the Inconsistency Index was obtained by 7.69 % of the group. This result indicates that there is sufficient consistency in the responses, and supports the validity of the obtained results. Positive Impression (PI) and Negative Impression (NI) Scores The group score on the Positive Impression scale (PI) was elevated. This elevated PI score may influence the results and interpretation of the EQ-i scores. Specifically, the information provided in this report may be more favorable than is warranted. Use additional sources of information to further analyze/verify the results. Summary of Validity Scale Results Overall, the scores described in this section support the validity of the EQ-i scores provided in this report. Interpretation Guide for the EQ-i Composite and Content Subscale Scores EQ-i scores may be classified as high, moderate, or low. In general, high scores identify areas of strength. Scores in the average range on these scales indicate typical healthy functioning and are scores that are obtained by the majority of those in the population who have taken the EQ-i. Lower scores reflect areas for development. If all the scores are high or all the scores are low, it is useful to identify the scales with the highest and lowest scores; this will help pinpoint areas of relative strength or weakness. Total EQ The Total EQ score obtained by the group is about average. Usually, a score in this range is obtained by a group that functions very well in some or most areas of emotional intelligence, but functioning could be improved by focussing on one or more weaker areas. A more detailed description of the EQ-i component areas is given next. Total Intrapersonal EQ The Intrapersonal composite score includes Emotional Self-Awareness, Assertiveness, Self Regard, Self-Actualization, and Independence.The group's Total Intrapersonal score is slightly better than average. Scores are also about average or better on all of the subcomponents of intrapersonal functioning. The scores reflect a group of individuals who are independent, strong-minded, in touch with their feelings, and able to express and convey ideas with confidence. Self-Regard The score on the Self-Regard scale is slightly above average indicating a group with adequate self-respect and self-confidence. People in this group probably have a reasonably good sense of who they are and have positive feelings about their life, lifestyle, and work most of the time.
Page 25 Emotional Self-Awareness The score on this scale is about average. The emotional self understanding of group members is moderate. Usually, emotional self-awareness assists interactions for this group, although there may be some difficulty presenting or expressing feelings/attitudes. Individuals in the group may perceive the group milieu as threatening inhibiting the disclosure of feelings and attitudes. Improvement in this facet of emotional functioning may be of benefit. Assertiveness Collectively, this group scores high on the Assertiveness scale. This group should have an advanced ability to defend their beliefs, deal appropriately with others, and handle adversity. Group members are probably forthright and confident, and will share thoughts, beliefs, and feelings in a constructive manner. The responses suggest that, although opinions and feelings will be brought forth, it is not always comfortable to do so -- the group milieu may be perceived as somewhat threatening. Independence The score on this scale is about average indicating a balance between a desire to think and act independently, and a willingness to make decisions in combination with other people. Self-Actualization The score on this scale is approximately average, but this area may nonetheless be targetted for improvement. The group probably feels content much of the time but, from time to time, individuals in this group may feel like more could be achieved. Although these individuals are probably motivated and somewhat successful, they may expect a bit more of themselves, and feel they are underachieving to some extent. Total Interpersonal EQ This component of the Total EQ-i scale taps interpersonal capacity and functioning. The subcomponents of the Total Interpersonal Scale include Empathy, Interpersonal Relationship, and Social Responsibility.The Total Interpersonal group score is about average overall, but at least one of the subcomponents of interpersonal functioning was below average and could be an area for improvement. Some social interactions are experienced as difficult while others can be handled with the utmost ease and confidence. The summary of the subcomponent scores given next may be helpful in understanding why some interpersonal situations are handled more easily than others. Empathy The group score on this scale is slightly above average and is indicative of individuals who, most of the time, have a good awareness, understanding, and appreciation of the feelings of others. Individuals with scores in this range will usually try to help others. This asset is of greatest benefit in interacting with others, and during cooperative efforts. Social Responsibility The high score on this scale indicates individuals who are cooperative, contributing, and constructive members of the "community at large" (society, the corporation, team, etc.). Individuals who score high on this scale are often described as responsible and dependable. They will do their best to help people, and generally will abide by rules, regulations, and protocols. Interpersonal Relationship This is the scale that ties most directly to the ability to interact with others. The group score obtained on the Interpersonal Relationship scale is a bit below average. Interpersonal interactions will be alright some of the time, but difficulties may arise in certain kinds of situations. There may be some inconsistency with sharing and exchanging feelings and ideas. Interactions with others may be difficult or strained, and there are likely some problems collaborating effectively with others. Total Stress Management EQ The Stress Management component consists of the Stress Tolerance and Impulse Control Scales.Both components of the composite scale score for this group are about average. A description of the two component scores is given below.
Page 26 Stress Tolerance The score on the Stress Tolerance scale is about average and suggests a group with a reasonably normal ability to withstand adverse events and stressful situations. There may be trouble coping with stressful situations some of the time, but generally most difficult situations are handled well. The responses indicate that most individuals in the group are fairly calm and have limited experiences of anxiety and nervousness. Impulse Control The Impulse Control score for the group indicates an ability to resist or manage impulses that is about comparable to others in the population. Some individuals in the group may occasionally have trouble with impulse control resulting in incidents of overreacting, impetuous decisions, and losses of emotional control. Overall, however, Impulse Control is moderate. Total Adaptability EQ The Adaptability composite area is composed of the Problem Solving, Reality Testing, and Flexibility subscales and examines success in coping with environmental demands based on the ability to effectively size up and deal with problematic situations.this score suggests that some kinds of situations, or certain types of changes, can be assessed realistically and adequate solutions found. However, the score also leaves room for improvement in this area of functioning. An examination of the subcomponent scores described below will help pinpoint the stronger and weaker areas and provide further insight into the Adaptability component. Reality Testing The Reality Testing score indicates a group of individuals who have about average ability to evaluate the correspondence between what they experience (the "subjective") and the facts/reality (the "objective"). The responses indicate that they have a reasonably normal grasp of what is going on around them, and an adequate ability to stay focussed on the task at hand. Flexibility The group score on this scale indicates about average ability to adjust thoughts, emotions, and behaviors to changing situations and conditions. Adjustments to some kinds of major changes may be difficult. Overall, though, members of this group are fairly representative of the population in terms of dealing with changing circumstances. Problem Solving The group score on the Problem Solving scale is a bit below average. Scores in this range are indicative of a group of individuals who have some success with their approach to problem resolution, but overall feel that improvement is possible in this area. Often improvement will come from approaching problems more methodically and systematically, and by considering all of the possibilities before deciding what to do. General Mood EQ The subcomponents of this composite scale consist of the Happiness and Optimism Scales. These components of the Total EQ-i scale measure general contentment and overall outlook.both components of General Mood are high, and descriptions of these components are given below. Optimism The score on this scale is about average indicating a level of optimism that is close to the population norm. There are probably times when members of this group feel a little pessimistic, but this is not necessarily unusual. Overall, optimism usually will be appropriate for the circumstances. Prospects for the future are assessed by keeping expectations balanced. Happiness The score on the Happiness scale is quite a bit above average and indicates group members who feel satisfied with their lives, and who get along well with others. This disposition can be infectious and can help energize and create an upbeat feeling in those around fostering optimal functioning.
Page 27 Profile Summary The Overall EQ-i score is in the average range and indicates emotional functioning which is about typical for emotionally healthy individuals in the population. There are fairly large differences in the scores for the 15 content scales indicating areas of relative strengths and areas for improvement. The highest subscales are Assertiveness (107), Social Responsibility (106), Happiness (105). The lowest subscales are Problem Solving (96), Interpersonal Relationship (97), Emotional Self-Awareness (100), Flexibility (100), Impulse Control (100), Stress Tolerance (100). Simple Strategies For Development Strategies for improving the areas that yielded the lowest EQ-i scores Problem Solving (96) Organization Focussed Strategies: Hold brainstorming sessions to stimulate creativity and multiple solutions For important decisions, require the submission of formal listings of alternative actions including an examination of the pros and cons of each action Train in the proper application of cost-benefit style analysis Provide feedback to refine problem resolution techniques Individual Focussed Strategies: Observe and learn from good problem solvers Actively participate in brainstorming sessions Make formal lists of alternative actions making clear the pros and cons Use cost-benefit style analysis prior to decision making Obtain feedback from others to refine problem resolution techniques Interpersonal Relationship (97) Organization Focussed Strategies: Provide sufficient time for individuals to engage in unhurried interactions When there is a miscommunication, bad feelings, unfinished work, frustration, etc. can result; Analyze the communication, prepare an action plan, and search for mutually acceptable compromises Establish better modes of communication Individual Focussed Strategies: Use feedback to reflect on issues involving interpersonal situations Use a three-step strategy in interactions: clarify the facts and feelings, restate and check interpretation, summarize Improve listening skills Identify people you really want to know better, and initiate a plan to interact with them
Page 28 Emotional Self-Awareness (100) Organization Focussed Strategies: Make it clear how attitudes are being perceived (e.g., "It seems like you feel pretty good about your work."; "I get the impression that you were dissatisfied with that project.") Strive to ensure that attitude perception corresponds with the individual's actual attitude by asking questions in regular discussions Facilitate disclosure of feelings and attitudes by creating a non-threatening, open atmosphere Note the conditions that accompany positive attitudes and good performance, and try to perpetuate that atmosphere by recreating similar conditions as often as possible Individual Focussed Strategies: Use appropriate opportunities to share and discuss feelings and attitudes with others Try and determine those things (both positive and negative) that inspire the strongest feelings and greatest motivation Attempt to channel these strong feelings and convictions into worthwhile pursuits and profitable activities Closing Remark This narrative report is meant as an aid to help understand the results of the BarOn EQ-i. Combined with other information, the EQ-i can help identify areas of strength to be celebrated as well as areas that could be improved. Date Printed: August 21, 2003 End of Report