BarOn Emotional Quotient Inventory

By Reuven Bar-On, Ph.D.

Resource Report

Name: Chris Devan

ID:
Admin. Date: September 03, 2003

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
BarOn EQ-i Resource Report for Chris Devan Page 2

Introduction
EQ-i is intended to help people better understand their emotional and social functioning. After completion
of EQ-i, a Resource Report like this one can be produced, allowing individuals to explore their skills
across many different areas. Ideally, a counselor goes through the report with the person who has taken
EQ-i, in an effort to maximize the benefits of the information provided.

This Resource Report contains several sections. The report begins with graphical displays of the results
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 those domains. The
report provides several pages of text that describe the results. This text provides general information that
may serve as the foundation or starting point for discussion.

The Resource Report also supports the initiation of positive change by offering simple development
strategies. These strategies are useful tips to improve targeted skill areas. Discussions with a counselor of
the strategies listed in the report and the scale results will help determine the best course of action.
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 people
experience the process as highly rewarding and enlightening. With thought, areas of higher skill may be
used in more situations or more frequently to make the most of them. The identification of lower skill areas
should be taken as an opportunity for enrichment. In short, this report summarizes all of the information
from the administration, and presents it in a manner intended to maximize the benefits derived from EQ-i.
BarOn EQ-i Resource Report for Chris Devan Page 3

Composite Scales
This page shows Total EQ, and the results for the five composite scales.

Total EQ

IntRApersonal EQ

IntERpersonal EQ

Stress Management EQ

Adaptability EQ

General Mood EQ
BarOn EQ-i Resource Report for Chris Devan Page 4

Content Subscales
The following graphs show the 15 EQ-i subscales grouped according to composite area.

IntRApersonal

Self-Regard

Emotional Self-Awareness

Assertiveness

Independence

Self-Actualization

IntERpersonal

Empathy

Social Responsibility

Interpersonal Relationship

Stress Management

Stress Tolerance

Impulse Control

Adaptability

Reality Testing

Flexibility

Problem Solving

General Mood

Optimism

Happiness
BarOn EQ-i Resource Report for Chris Devan Page 5

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. Unusual interpretations must be explored
with other instruments and on a case-by-case basis.

Interpretation Guide for EQ-i Composite and Content

Subscale Scores
The following sections describe the meaning of scores for the Total EQ-i scale and each of the EQ-i
content scales. In general, high results identify areas of relative strength. Results in the midrange on these
scales indicate satisfactory functioning and are obtained by the majority of those in the population who
have taken EQ-i. Low results indicate areas that need to be improved in order to increase overall
emotional and social intelligence. If all the results are high or all results are low, it is useful to identify the
scales with the highest and lowest results; this will help pinpoint areas of relative strength or weakness.
Total EQ
The Total EQ for Chris indicates that Emotional Intelligence could be improved by focusing on one or
more aspects of emotional and social functioning. However, an examination of EQ-i subcomponents also
indicates some areas of strength. Greater success will probably result when these strengths are used to
their fullest advantage. For the lower aspects of emotional and social functioning, identification of these
areas offers the opportunity to improve them and enhance overall Emotional Intelligence.

Intrapersonal
This component of the Total EQ-i score pertains to the assessment of the inner self. The subcomponents
of the Intrapersonal EQ scale include Self-Regard, Emotional Self-Awareness, Assertiveness,
Independence, and Self-Actualization. Overall, intrapersonal functioning seems to be an area in need of
improvement. However, there is effective functioning in one or more subcomponents of the intrapersonal
domain. Building on the area(s) of strength and developing the lower components can lead to enhanced
intrapersonal skills.
Self-Regard
There is a reasonably satisfactory degree of self-regard and self-respect, but there may be times when
Chris is somewhat hard on himself or self-critical. There also may be times or situations where he is
lacking self-confidence. At those times, there may be some apprehension about saying something
inappropriate or making a mistake.
Emotional Self-Awareness
Emotional self-awareness is an area in need of improvement. The responses indicate an individual who
has difficulty recognizing and understanding his feelings and emotions. This limited consideration or
awareness might negatively affect interactions, decisions, or judgments since emotional dispositions may
not be properly factored in. Expressing feelings to others is also often difficult.
Assertiveness
The results in this area indicate a reasonably good ability to put forth ideas and thoughts. He is rarely
self-conscious, and will voice his beliefs and opinions even though he may sometimes find it difficult to do
so.
Independence
Independence is a bit lower than average. Others are probably frequently consulted for advice and relied
upon, and decisions may be deferred to others. Chris probably prefers group activities and collaborative
efforts to individual activities.
Self-Actualization
The responses are indicative of someone who feels he is underachieving and who would like to be getting
more out of his life. This person may lack adequate motivation for self-improvement and self-betterment.
Sometimes a change in attitude or a change in dealing with particular circumstances is all that is required
to improve feelings of self-actualization. Currently, this individual feels somewhat unsuccessful in his
pursuits. If he is seemingly successful, then he is likely the type of person who sets very high standards
for himself.
BarOn EQ-i Resource Report for Chris Devan Page 6

Interpersonal
This component of the Total EQ-i scale taps interpersonal capacity and functioning. The subcomponents
of the Interpersonal scale include Empathy, Social Responsibility, and Interpersonal Relationship. Overall,
interpersonal functioning is an area that may need improvement. The responses indicate an awareness of
potential problems in interpersonal functioning, and the recognition of limitations in this area provides an
opportunity for change. There may be a lack of comfort and confidence in interpersonal interactions.
Tasks involving making contact with others and cooperative efforts are likely quite difficult for Chris. The
subcomponents are described next, and may help identify ways to enhance social functioning in specific
areas.
Empathy
The responses indicate problems understanding what others are thinking and feeling, and giving due
consideration to them. The inability to see other people's perspectives can impair interpersonal
exchanges, group interaction, and inhibit cooperative efforts. Empathy may be targeted as an area for
development.
Social Responsibility
The responses indicate an individual who, relatively speaking, tends to be fairly egocentric and puts his
own desires and needs above those of others. His contribution to the "community at large" (society, the
corporation, team, etc.) may be limited to the extent to which it aligns with his own aspirations.
Interpersonal Relationship
This is the scale that ties most directly to the ability to interact with others. There is a need for
improvement in this area. Interactions with others may be difficult or strained, and there is likely an
impaired ability to collaborate effectively with others. The responses do indicate some difficulty keeping in
regular contact with friends. Perhaps too many demands are placed on Chris, and there is difficulty
balancing work and social life.
Stress Management
The Stress Management component of EQ-i consists of the Stress Tolerance and Impulse Control
Subscales. One or both of the two subcomponents of Stress Management are low. This finding may
indicate a tendency for nervousness or anxiety, and difficulties handling stressful situations. Descriptions
of the subcomponents are given below.
Stress Tolerance
Stress Tolerance is somewhat low, and the results indicate some inconsistency in effectively withstanding
adverse events and stressful situations. Most of the time, Chris has a fairly calm disposition and limited
experiences of anxiety and nervousness. However, the results suggest a need to improve general coping
abilities in some situations.
Impulse Control
Chris's impulse control is about comparable to others in the population. Like others, there are probably
times when he feels impatient but this is probably not unusual and rarely results in overreacting or losing
control. For the most part, proper thought is given to decisions and actions.
Adaptability
This part of EQ-i is composed of the Reality Testing, Flexibility, and Problem Solving Scales and
examines how successful one is in coping with environmental demands based on one's ability to
effectively size up and deal with problematic situations. The responses of this individual suggest some
important limitations in terms of adaptability. Sometimes the limitations can be due to an impractical
approach to certain types of situations. In other cases, the limitations are due to the inability to adapt to
changing demands. An examination of the subcomponent scores described below will help pinpoint the
areas that are in need of improvement.
Reality Testing
The results indicate an individual who has a better than average ability to evaluate and grasp the
correspondence between what he experiences (the "subjective") and the facts/reality (the "objective").
This type of person is often described as realistic, well grounded, and "tuned in" to what’s going on around
him/her.
BarOn EQ-i Resource Report for Chris Devan Page 7

Flexibility
The responses for this scale indicate rigid thinking or behavior, and a need to become more open-minded
and more adaptable to changing circumstances. The deficit in this area will be most noticeable given
variable task demands. From a more favorable perspective, he may be quite comfortable and perform well
when repetition, consistency, and stability are needed.
Problem Solving
The responses to the Problem Solving scale indicate the need for improvement in this area. People who
score low on Problem Solving usually don’t take the time to examine problems systematically and usually
don’t consider all the relevant possibilities before deciding what to do. Problem solving can often be
improved by simply recognizing the need for extra thought and taking more time to consider and evaluate
some of the possible alternative courses of action.
General Mood
The subcomponents of this composite scale consist of the Optimism and Happiness subscales. These
components of EQ-i measure one's general feeling of contentment and overall outlook on life. High scores
on these components indicate a positive outlook that can help bolster oneself and those around. It may be
beneficial to try to improve one or both of the components of General Mood. Descriptions of these
components are given below.
Optimism
The responses to this subscale indicate the need to promote a more positive outlook on life. This finding
indicates that this individual often feels pessimistic. It is likely that he deals with situations by keeping
expectations relatively low. In some circumstances, pessimism may realistically reflect what is likely to
occur in the future. Nevertheless, a healthy amount of optimism is usually needed to maintain motivation,
to cope effectively, and to achieve goals.
Happiness
The responses indicate a low to moderate ability to maintain a positive mood or attitude. There is a
potential need to improve overall outlook. The responses show reasonable happiness, but an improved
outlook/attitude may help promote a higher level of functioning.

Profile Summary
The results suggest the recognition of some problems in emotional and social functioning, and the need to
improve one or more areas. There are one or two subscales that stand out as stronger than the rest.
These relative strengths should be utilized. It is likely that this person would currently do best in
contexts/occupations that emphasize the importance of these strength areas.
The highest subscales are Assertiveness, Reality Testing, Independence, Impulse Control.
The lowest subscales are Self-Actualization, Interpersonal Relationship, Flexibility.
BarOn EQ-i Resource Report for Chris Devan Page 8

Simple Strategies For Development

Strategies for improving the areas that yielded the lowest EQ-i scores
Self-Actualization
· Set goals that are challenging yet clearly attainable; Goals should be objective and, preferably,

· Examine career/life plans and aspirations in terms of current position

measurable

· Train to improve skills and move closer to achieving full potential

· Personalize goals to fit personal aspirations, but avoid unrealistic or fanciful ideals
· Examine goals and aspirations regularly to determine ways to be better; Set intermediary goals to
facilitate reaching longer-term goals
Interpersonal Relationship
· Allow time for unhurried interactions with others
· Use feedback to reflect on issues involving interpersonal situations
· Use a three-step strategy in interactions: clarify the facts and feelings, restate and check

· When there is a miscommunication, the result can be bad feelings, unfinished work, frustration, etc.;
interpretation, summarize

Reanalyze the communication, prepare an action plan, and search for mutually acceptable

· Establish better modes of communication

compromises

· Improve listening skills

Flexibility
· Emphasize activities/tasks that require reliability and consistency
· Ensure there is sufficient preparation time to help mitigate the impact of significant change
· Brainstorm, preferably in a group context, to harvest ideas for handling dynamic, changing demands
· Be sure adequate training is received to prepare for new activities and roles; Use change as an

· Consider how past experiences and skills are applicable to new challenges
opportunity to learn and develop

Strategies for improving other low areas

Problem Solving
· Create opportunities to interact with, and observe, good problem solvers
· Use Brainstorming sessions
· For important decisions, implement formal lists of alternative actions making clear the pros and cons of

· Train in the proper application of cost-benefit style analysis

each action

· Use feedback to refine problem resolution techniques

Optimism
· Minimize negative thoughts related to trivial or temporary problems
· Adjust goals so that they are more attainable
· Celebrate accomplishments and use positive feedback
· Be solution-focussed rather than problem-driven
· Use positive feedback for goal attainment and constructive and supportive feedback when goals are

· If appropriate, increase empowerment to avoid the pessimism that often results when people feel
not successfully met

helpless to change the status quo; This feeling is often overcome if one's own judgment can be used
to change circumstances
Social Responsibility
· Create/Refine goals to emphasize group/company performance
· Work on "Big Picture" thinking
· Increase opportunities for interactions with others to cultivate a feeling of "society"
· Improve the understanding of the roles and activities of others
· Increase involvement in the roles and activities of others
· Consider increased involvement with charities and/or community functions
BarOn EQ-i Resource Report for Chris Devan Page 9

Empathy
· Make clear the duties and demands on others; Understanding others is a key step to appropriate

· Train to refine observational skill to attend to facial expressions and body language; These cues are
empathy

· Train to be "inquiring" in interactions; To be sure that a message has been correctly interpreted, it is
often just as important as what is being said

· The key point is to "put oneself in the other person's shoes"; Job exchanges, job shadowing, or even
important for the recipient of the message to ask about the thoughts and feelings being conveyed

role-playing can be useful in better understanding others

Emotional Self-Awareness
· Create appropriate opportunities to share and discuss attitudes as well as ideas and plans
· Increase interpersonal/social interactions where thoughts and feelings can be exchanged
· Try and determine those things (both positive and negative) that inspire the strongest feelings and

· Attempt to channel these strong feelings and convictions into worthwhile pursuits and profitable
greatest motivation

activities
Self-Regard
· Build confidence by recognizing successful efforts and independent achievements
· Make sure achievements are properly celebrated and rewarded
· Train to improve skills and increase self-regard by increasing capabilities
· Set goals that are challenging yet readily obtainable
· Pinpoint areas of relative strength and try to capitalize fully on these areas
Stress Tolerance
· Improve time management skills
· Ensure that activities/work are clearly and properly prioritized
· Decrease demands/commitments
· Properly balance work/life demands with rest and relaxation
· Divide large tasks into manageable chunks
Happiness
· Make sure achievements are properly celebrated and rewarded
· Examine career/life plans and aspirations in terms of current activities and position
· Properly balance work/life demands with rest and relaxation
· Determine activities that are enjoyable and, if possible, allow more time to be spent on them
· Promote increased activity level and improved health, if appropriate

Closing Remark
This narrative report is meant as an aid to help understand the results of the BarOn EQ-i. Combined with
other information, EQ-i can help identify areas of strength to as well as areas that could be improved. This
report describes the emotional and social functioning of the respondent in accordance with the responses
provided.
BarOn EQ-i Resource Report for Chris Devan Page 10

Counselor's Section
This section provides a complete scoring summary including sections on assessment validity, raw scores,
and item responses.

Name: Chris Devan

Age: 39
Gender: Male
Administration Date: September 03, 2003
Norm Type: General nonspecific
BarOn EQ-i Resource Report for Chris Devan Page 11

Graph of Total EQ, Composite Scales, and Subscales

This graph shows Total EQ followed by each composite scale with its subscales.
BarOn EQ-i Resource Report for Chris Devan Page 12

Validity Indicators
Several sections follow that present and describe the validity scale results.
Validity Comment:
Check Validity. Markedly elevated validity indicator: Positive Impression
Inconsistency Index: 2
Impression: Positive = 133
Negative = 91
Correction: Type I = -5.93, Type II = -7.91, Type III = -7.24, Type IV = -9.22, Type V =
-7.34
Inconsistency Index
The responses to items with similar content are consistent with one another.
Positive Impression (PI) and Negative Impression (NI) Scores
The score on the Positive Impression scale (PI) is markedly elevated. Often, a high score on this scale is the
result of an overly positive self-presentation, but there are many other plausible explanations for a high PI score.
Regardless of the explanation, the elevated PI score indicates an unusual response style that can affect the
results, and therefore this report may not accurately represent the emotional and social functioning of the
respondent. Use independent sources of information to help corroborate the findings.

Correction Factors:
The correction factors are used to fine tune EQ-i scores on the basis of validity scale scores. The adjusted (or
corrected) scores take into account response style. Corrections of greater than zero mean that points have
been added to the scores, and corrections less than zero mean that points have been taken off the scores.
Because EQ-i scales are affected differently by response tendencies, different types of corrections are applied
as follows:

Type I applies to Total Intrapersonal, Emotional Self-Awareness, Problem Solving, and Flexibility.
Type II applies to Total EQ, Total Adaptability, Reality Testing, and Stress Tolerance.
Type III applies to Social Responsibility, Happiness and Impulse Control.
Type IV applies to Total Stress Management, Total General Mood, and Self-Regard.
Type V applies to Total Interpersonal, Interpersonal Relationship, Optimism, and Self-Actualization.
There is no correction for Independence, Empathy, and Assertiveness.
Summary of Validity Scale Results
A high validity index means that the other subscale scores may not be reliable. This report may not accurately
reflect the emotional and social functioning of the individual.

Profile Summary
The results suggest the recognition of some problems in emotional and social functioning, and the need to
improve one or more areas. There are one or two subscales that stand out as stronger than the rest.
These relative strengths should be utilized. It is likely that this person would currently do best in
contexts/occupations that emphasize the importance of these strength areas.
BarOn EQ-i Resource Report for Chris Devan Page 13

Scale Raw Scores

For research purposes only.
BarOn EQ-i Resource Report for Chris Devan Page 14

Item Responses

5 = Very Often true of me or true of me, 4 = Often true of me, 3 = Sometimes true of me, 2 =
Seldom true of me, 1 = Very Seldom true or not true of me, 0 = Omitted Item

Date Printed: September 03, 2003

End of Report