EQ-i Group Report

BarOn Emotional Quotient Inventory By Reuven Bar-On, Ph.D.

Group Report Group Name: Total in Group: Males: Females: Unspecified: Original Report Date:

ABC Sample 31 10 21 0 September 02, 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 Multi-Health Systems Inc. Inc. All rights reserved. P.O. Box 950, North Tonawanda, NY 14120-0950 3770 Victoria Park Ave., Toronto, ON M2H 3M6

BarOn EQ-i Group Report for ABC Sample

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 s ignify the response style of the group which is i s 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 m embers 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 im prove targeted skill areas. Sometimes, after thought and a nd 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 The scores on the validity measures are all within the acceptable range. The validity of the results is supported. Positive = 109.9, Negative = 97.3 12.9% 0%

Validity Comment: Impression: High Inconsistency: High Omissions:

Total EQ This graph shows the group average Total EQ.

100 50

Low

70

Low Average

90

Average

110

High Average

130

High

150

Composite Scales This graph shows the group averages for the composite scales.

104

IntRApersonal EQ

103

IntERpersonal EQ

93

Stress Management EQ

100

Adaptability EQ

97

General Mood EQ

50

70 Low

90 Low Average

110 Average

130

High Average

150 High


Page 4

Content Subscales The following graph shows the group averages for the 15 EQ-i subscales grouped according to composite area.

IntRApersonal: 104

Self-Regard

102

Emotional Self-Awareness

105

Assertiveness

104

Independence 99

Self-Actualization

IntERpersonal: 103

Empathy Social Responsibility

102

Interpersonal Relationship

102

Stress Management: 95

Stress Tolerance

94

Impulse Control

Adaptability: 100

Reality Testing

102

Flexibility 97

Problem Solving

General Mood: 97

Optimism

98

Happiness 50

70 Low

90

Low Average

110 Average

130

High Average

150 High


Page 5

Distribution of Scores and Responses 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.


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Total EQ Average = 100.1 Minimum = 59 Maximum = 128 Standard Deviation = 16.9 Valid Responses = 31 Invalid Responses = 0

100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125

% of Respondents in Each Range of Scores

Intrapersonal Scale Average = 103.7 Minimum = 63 Maximum = 127 Standard Deviation = 15.6 Valid Responses = 31 Invalid Responses = 0

100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125


Interpersonal Scale Average = 103.1 Minimum = 77 Maximum = 128 Standard Deviation = 13.1 Valid Responses = 31 Invalid Responses = 0

100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115


116-125

>125


Page 7

Stress Management Scale Average = 93.3 Minimum = 32 Maximum = 125 Standard Deviation = 19.9 Valid Responses = 31 Invalid Responses = 0

100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125


Adaptability Scale

Average = 99.5 Minimum = 59 Maximum = 133 Standard Deviation = 18.3 Valid Responses = 31 Invalid Responses = 0

100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125


General Mood Scale Average = 97.2 Minimum = 64 Maximum = 118 Standard Deviation = 14.8 Valid Responses = 31 Invalid Responses = 0

100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115


116-125

>125


Page 8

Self-Regard 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125


Percentage distribution of all responses (based on 31 respondents) Response 0 = No Answer Response 1 = Very Seldom true or not true of me Response 2 = Seldom true of me Response 3 = Sometimes true of me Response 4 = Often true of me Response 5 = Very Often true of me or true of me

Item

Response 0 1 2

3

4

5

I feel sure of myself in most situations. I lack self-confidence. I have good self-respect. I don’t feel good about myself. It's hard for me to accept myself just the way I am. I'm happy with the type of person I am. I feel comfortable with my body. I'm happy with the way I look. Looking at both my good points and bad points, I feel good about myself.

0 0 0 0 0 0 0 0 0

16 13 0 3 10 6 16 13 3

42 3 19 3 0 39 23 32 32

39 0 77 6 3 45 52 52 58

0 52 3 68 74 3 3 3 6

3 32 0 19 13 6 6 0 0


Page 9

Emotional Self-Awareness 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125



Item

Response 0 1 2

3

4

5

It's fairly easy for me to express feelings. I'm in touch with my emotions. It's hard for me to share my deep feelings with others. It's hard for me to understand the way I feel. It's hard to express my intimate feelings. I'm aware of the way I feel. Even when upset, I’m aware of what’s happening to me. It's hard for me to describe my feelings.

0 0 0 0 0 0 0 0

19 23 32 19 26 3 6 23

29 23 16 3 19 32 42 10

29 52 3 3 6 65 48 0

3 0 19 55 23 0 0 45

19 3 29 19 26 0 3 23

BarOn EQ-i Group Report for ABCSample

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Assertiveness 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125



Item

Response 0 1 2

3

4

5

When I’m angry with others, I can tell them about it. When I disagree with someone, I’m able to say so. It's hard for me to say "no" when I want to. It's fairly easy for me to tell people what I think. Others think that I lack assertiveness. It's difficult for me to stand up for my rights.

0 0 0 0 0 0

35 13 23 23 23 6

26 39 10 29 3 3

23 39 19 39 0 3

3 3 23 3 39 58

13 6 26 6 35 29


Page 11

Independence 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125



Item I prefer a job in which I’m told pretty much what to do. When working with others, I tend to rely more on their ideas than my own. I prefer others to make decisions for me. It's hard for me to make decisions on my own. I'm more of a follower than a leader. I tend to cling to others. I seem to need other people more than they need me.

Response 0 1 2

3

4

5

0

45

26

23

3

3

0

42

26

29

3

0

0 0 0 0 3

65 61 48 35 52

26 23 23 39 23

6 10 13 23 19

3 3 10 0 0

0 3 6 3 3


Page 12

Self-Actualization 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125



Item

Response 0 1 2

3

4

5

I try to make my life as meaningful as I can. I really don’t know what I’m good at. In the past few years, I’ve accomplished little. I don’t get enjoyment from what I do. I don’t get that excited about my interests. I try to continue and develop those things that I enjoy. I enjoy those things that interest me. I try to get as much as I can out of those things that I enjoy. I don’t have a good idea of what I want to do in life.

0 0 0 0 0 0 0 0 0

3 13 10 16 16 10 0 13 10

29 0 3 0 3 48 29 19 3

68 0 13 3 6 32 65 61 3

0 68 65 52 39 3 0 3 65

0 19 10 29 35 6 6 3 19


Page 13

Empathy 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125



Item I'm unable to understand the way other people feel. I'm good at understanding the way other people feel. My friends can tell me intimate things about themselves. 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. I care what happens to other people. I'm sensitive to the feelings of others. It's hard for me to see people suffer. I avoid hurting other people’s feelings.

Response 0 1 2

3

4

5

0 0 3

52 0 0

32 6 0

16 19 6

0 32 23

0 42 68

0

0

6

16

16

61

0 0 0 0

0 0 3 3

0 3 0 0

0 10 0 13

32 39 35 32

68 48 61 52


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Social Responsibility 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125



Item I like helping people. It doesn’t bother me to take advantage of people, especially if they deserve it. Others find it hard to depend on me. 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. I care what happens to other people. If I could get away with breaking the law in certain situations, I would. I'm able to respect others. I think it’s important to be a law-abiding citizen. It's hard for me to see people suffer.

Response 0 1 2

3

4

5

0

3

0

0

23

74

0

77

13

10

0

0

0

81

16

3

0

0

0

0

6

16

16

61

0 3 0 0 0

0 52 0 3 3

0 26 0 0 0

0 13 3 3 0

32 0 10 16 35

68 6 87 77 61


Page 15

Interpersonal Relationship 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125



Item

Response 0 1 2

3

4

5

I'm unable to show affection. It's hard for me to share my deep feelings with others. I'm a fairly cheerful person. It's easy for me to make friends. My friends can tell me intimate things about themselves. I'm fun to be with. I don’t get along well with others. My close relationships mean a lot to me and to my friends. I have good relations with others. People think that I’m sociable. I don’t keep in touch with friends.

0 0 0 0 3 0 0 0 0 0 0

10 32 6 19 6 26 6 13 10 16 32

3 16 35 10 23 29 0 13 35 26 13

0 3 58 61 68 35 0 71 55 48 3

74 19 0 0 0 0 65 3 0 3 29

13 29 0 10 0 10 29 0 0 6 23


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Stress Tolerance 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125



Item

Response 0 1 2

3

4

5

I know how to deal with upsetting problems. I believe that I can stay on top of tough situations. I can handle stress without getting too nervous. I don’t hold up well under stress. I feel that it’s hard for me to control my anxiety. I know how to keep calm in difficult situations. It's hard for me to face unpleasant things. I believe in my ability to handle most upsetting problems. I get anxious.

0 0 0 0 0 0 0 0 0

26 23 29 23 19 23 29 10 39

42 19 19 10 6 39 19 35 10

26 39 39 3 13 19 10 48 3

3 3 6 42 32 6 16 3 19

3 16 6 23 29 13 26 3 29


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Impulse Control 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125



Item

Response 0 1 2

3

4

5

It is a problem controlling my anger. When I start talking, it is hard to stop. My impulsiveness creates problems. People tell me to lower my voice in discussions. I'm impatient. I have strong impulses that are hard to control. I'm impulsive. I've got a bad temper. I tend to explode with anger easily.

0 0 0 0 0 0 0 0 0

39 39 23 6 26 23 19 16 23

3 10 10 10 13 10 13 6 13

3 10 6 3 16 6 10 13 3

42 19 52 61 35 32 39 52 48

13 23 10 19 10 29 19 13 13


Page 18

Reality Testing 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125



Item I try to see things as they really are, without fantasizing or daydreaming about them. It's hard for me to understand the way I feel. I have had strange experiences that can’t be explained. People don’t understand the way I think. I tend to fade out and lose contact with what happens around me. I get carried away with my imagination and fantasies. Even when upset, I’m aware of what’s happening to me. I tend to exaggerate. I can easily pull out of daydreams and tune into the reality of the immediate situation. It's hard for me to keep things in the right perspective.

Response 0 1 2

3

4

5

0

3

3

16

26

52

0 0 0 0 0 0 0

55 58 29 52 48 0 32

19 16 29 13 16 3 39

19 16 39 23 23 6 23

3 3 3 13 10 42 3

3 6 0 0 3 48 3

0

0

0

6

29

65

0

48

26

19

3


Page 19

Flexibility 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125



Item

Response 0 1 2

3

4

5

It's difficult for me to begin new things. It's hard for me to make adjustments in general. It's difficult for me to change my opinion about things. It's easy for me to adjust to new conditions. I'm able to change old habits. It's generally hard for me to make changes in my daily life. It's hard for me to change my ways. It would be hard for me to adjust if I were forced to leave my home.

0 0 0 0 0 0 0 0

32 32 42 19 23 29 23 13

3 6 13 39 48 0 6 6

3 3 3 35 19 3 6 6

39 32 16 6 3 32 32 45

23 26 26 0 6 35 32 29


Page 20

Problem Solving 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125



Item My approach in overcoming difficulties is to move step by step. When faced with a difficult situation, I like to collect all the information about it that I can. I like to get an overview of a problem before trying to solve it. When facing a problem, the first thing I do is stop and think. When trying to solve a problem, I look at each possibility and then decide on the best way. It's hard for me to decide on the best solution when solving problems. In handling situations that arise, I try to think of as many approaches as I can. I generally get stuck when thinking about different ways of solving problems.

Response 0 1 2

3

4

5

0

6

6

23

29

35

3

3

6

13

39

35

0 0

0 0

10 3

16 19

32 39

42 39

0

3

0

10

32

55

0

45

19

29

6

0

0

0

13

16

39

32

0

35

35

19

3

6


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Optimism 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125



Item I feel sure of myself in most situations. I believe that I can stay on top of tough situations. I'm optimistic about most things I do. I generally hope for the best. I'm generally motivated to continue, even when things get difficult. I generally expect things will turn out all right, despite setbacks from time to time. I believe in my ability to handle most upsetting problems. Before beginning something new, I usually feel that I’ll fail.

Response 0 1 2

3

4

5

0 0 0 0 0

0 3 0 3 3

3 16 6 6 0

16 23 19 3 19

42 19 26 35 29

39 39 48 52 48

0

0

3

3

32

61

0 0

3 58

3 19

10 19

35 3

48 0


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Happiness 100% 90% 80% s t n e d n o p s e R

70% 60% 50% 40% 30% 20% 10% 0% <75

75-84

85-94

95-105

106-115

116-125

>125



Item

Response 0 1 2

3

4

5

It's hard for me to enjoy life. It's hard for me to smile. I'm a fairly cheerful person. I am satisfied with my life. I'm fun to be with. I get depressed. I'm not that happy with my life. I enjoy weekends and holidays. I like to have fun.

0 0 0 0 0 3 0 0 0

16 0 6 13 26 26 10 3 13

3 0 35 26 29 6 0 23 29

16 0 58 45 35 3 3 68 55

48 74 0 3 0 29 55 3 0

16 26 0 13 10 32 32 3 3


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.

20

s t n e d n o p s e R f o #

11

8 6 4

1 0

0 3 r e d n u e l a m e F

1 0 3 r e d n u e l a M

9 3 0 3 e g a e l a m e F

9 3 0 3 e g a e l a M

9 4 0 4 e g a e l a m e F

9 4 0 4 e g a e l a M

0 5 r e v o e l a m e F

0 5 r e v o e l a M

c i f i c e p s n o n l a r e n e G


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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 6.45 % 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 i n 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 s lightly 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.


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Emotional Self-Awareness The score on this scale is a bit above average indicating that group members understand their own feelings and attitudes, and realize how these feelings and attitudes affect their thoughts and actions. Most individuals in this group are able to facilitate interactions by monitoring their own emotions during communication. Although, on the whole, the group shows good emotional self-awareness and understanding, the responses also indicate that the appropriate expression of these feelings and attitudes may be difficult for some of the group members. 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 sli ghtly better than average. This score indicates that most interactions can be handled well and with confidence. Most of the time, the feelings of others are understood, and there is an adequate ability to relate to others. The score is reflective of a group that is usually responsible, dependable, and functions well in tasks involving teamwork. 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 score on this scale is slightly above average indicating 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 The score on this scale indicates a group with above average interpersonal skills overall. This is the scale that ties most directly to the ability to interact with others. Group members are able to form agreeable relationships and alliances. This ability supports effective communication and the mutually beneficial exchange of ideas, feelings, and information.

Total Stress Management EQ The Stress Management component consists of the Stress Tolerance and Impulse Control Scales.The score obtained on one or both of the two subcomponents of Stress Management is low. This can indicate nervousness, anxiety, and difficulties handling stressful situations. The descriptions of the subcomponents is given below.

Stress Tolerance The results indicate that there is room for improvement in handling stressful situations. Overall, however, group members do have a fairly calm disposition with limited experiences of anxiety and nervousness. Despite this, the responses to some of the items indicate marked difficulties in handling stress and the need to improve coping abilities. Emotional outbursts and avoidance are probably common reactions to stress, but task-oriented coping efforts focussed on problem resolution would be more adaptive. Impulse Control The Impulse Control score is below average indicating that group members have occasional or frequent difficulties resisting or delaying impulses, drives, and temptations to act. There may be problems avoiding overreacting, making impetuous decisions, and losing control. Some actions/decisions are likely made without adequate thought to all of the important implications.

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 a slightly better than average ability to adjust thoughts, emotions, and behaviors to changing situations and conditions. Most individuals in this group probably find it fairly easy to pick up new things, don't become too fixed into routines, and remain relatively open-minded to differing opinions and ways of thinking. Individuals high in Flexibility will prosper in dynamic environments and changeable 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 about average or better, and descriptions of these components are given below.


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Happiness The score on the Happiness scale is about average and indicates a group of people who feel content with their lives most of the time. Although the results are satisfactory, attempts to promote more positive feelings and enjoyment might be beneficial. There may be a need to create a positive atmosphere, and to balance work with leisure time and relaxation.

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 (105), Independence (104), Self-Regard (104). The lowest subscales are Impulse Control (94), Stress Tolerance (95), Optimism (97), Problem Solving (97).

Simple Strategies For Development Strategies for improving the areas that yielded the lowest EQ-i scores Impulse Control (94) Organization Focussed Strategies: Establish or enforce protocols that require specific procedures/steps to help avoid rash actions For important decisions, require the submission of formal listings of alternative actions including an examination of the pros and cons of each action Allot time and resources for verification of sol utions; Use Quality Assurance testing, Beta Testing, etc. Set priorities, and avoid diversions based on "whims" Use teams to balance/pair impulsive individuals with others who are more methodical • •

• • •

Individual Focussed Strategies: When anger control is an issue, anger management training is recommended Whenever possible, use a multi-step strategy: proposed solution, verification of solution, and (only then) implementation Make formal lists of alternative actions making clear the pros and cons Make a point of stopping to think before acting, and to listen/understand before speaking Document situations where impulse control was poor, and plan specific strategies to improve behavior patterns in these situations • •

• • •

Stress Tolerance (95) Organization Focussed Strategies: Ensure that work is clearly and properly prioritized Decrease demands/commitments Create a more relaxed, less threatening environment by, for example, adjusting timelines, increasing group/staff social interactions, providing more breaks, etc. • • •

Individual Focussed Strategies: Improve time management skills Properly balance work/life demands with rest and relaxation Divide large tasks into manageable chunks If possible, delegate some responsibilities Stretch or exercise regularly • • • • •


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Optimism (97) Organization Focussed Strategies: Adjust goals so that they are more attainable Use positive feedback for goal attainment, and constructive and supportive feedback when goals are not successfully met If appropriate, increase empowerment to avoid the pessimism that often results when people feel helpless to change the status quo; This feeling is often overcome if one's own judgment can be used to change circumstances • •

•

Individual Focussed Strategies: Minimize negative thoughts when problems are trivial or temporary Celebrate personal accomplishments Be solution-focussed rather than problem-driven When long-term goals seem difficult, set realistic intermediary goals (or personal goals) that will serve as guideposts along the way • • • •

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: June 17, 2004 End of Report

EQ-i Group Report

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