In terms of his social and emotional intelligence, Learner 7 scored himself in the following manner on the BarOn EQ-I YV:
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Figure 5.26 Graphs showing the comparison of Learner 7’s pre and post tests on emotional intelligence
Intrapersonal Intelligence – Pre Test (76); Post Test (84) The pre test score indicates Learner 7’s perception that he has a below average emotional capacity (between 70 - 85). After exposure to a program on emotional intelligence Learner 7 perceives himself to have improved in this regard even though he still falls within the average range. This shows growth. This composite scale indicates whether an individual is in touch with his feelings, how good he feels about himself, and how positive he feels about what he is doing with his life. Interpersonal Intelligence – Pre Test (108); Post Test (105) The pre test score indicates Learner 7’s perception that he has an average and adaptive emotional capacity (between 86 and 114). After exposure to a program on emotional intelligence, Learner 7 still perceives himself to have an average emotional capacity with regard to interpersonal skills. This score indicates his awareness of his difficulties being able to make and maintain friendships.
This composite scale taps interpersonal skills and functioning.
Stress Management – Pre Test (129); Post Test (109) The pre test score indicates Learner 7’s perception that he has an above average emotional capacity (between 115 and 129). After being exposed to a program on emotional intelligence, Learner 7 shows a much more accurate appraisal of his ability to manage stress effectively. He now perceives himself to have an average emotional capacity (between 86 and 114) which is much more realistic given the fact that he has AD/HD and mild Asperger’s. This composite scale shows how well
Comparison of Learner 7's pre and post tests on emotional intelligence
76 108 129 96 96 103 84 105 109 96 87 98 75 80 85 90 95 100 105 110 115 120 125 130
Intra personal Inter personal Stress Mgmnt Adaptability General Mood Total EQ
Competencies Sc o re s Pre Test Post Test
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the respondent is able to withstand stress without falling apart or losing control, how well they are able to work under pressure, keep calm and control impulsivity.
Adaptability – Pre Test (96); Post Test (96) The pre test score indicates Learner 7’s perception that he has an average and adaptive emotional capacity (between 86 and 114). After exposure to a program on emotional intelligence, Learner 7 still perceives himself to have an average emotional capacity for adaptability (between 86 – 114) and that this has stayed the same. This composite scale reveals how successfully the respondent is able to cope with environmental demands by effectively sizing up and dealing with problem situations.
General Mood – Pre Test (96); Post Test (87) The pre test score indicates Learner 7’s perception that he has an average and adaptive emotional capacity (between 86 and 114). After exposure to a program on emotional intelligence, Learner 7 still perceives himself to have an average emotional capacity even though his score has decreased. This composite scale generally measures the respondent’s ability to enjoy life as well as his outlook on life and overall feeling of contentment.
Total E.Q. (Emotional Quotient) – Pre Test (103); Post Test (98) The pre test score indicates Learner 7’s perception that he has an average and adaptive overall emotional capacity (between 86 and 114). After exposure to a program on emotional intelligence, Learner 7 perceives that he has an average overall emotional capacity and that this has become slightly lowered. Total E.Q is a composite score of all the competencies and gives an overall measure of the concept emotional intelligence.
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Figure 5.27 Graph of Learner 7’s emotional intelligence compared to the whole group - pre test
Figure 5.28 Graph of Learner 7’s emotional intelligence compared to the whole group - post test
In comparison to the whole group it appears in the pre test that Learner 7 has a perception that his emotional intelligence levels are higher than those of the sample group on every competency except intrapersonal skills. Learner 7 perceives himself to be coping at a higher
Comparison of Learner 7 with whole group on pre test of emotional intelligence
76 108 129 96 96 103 97 95 100 95 93 97 75 80 85 90 95 100 105 110 115 120 125 130
Intra personal Inter personal Stress Mgmnt Adaptability General Mood Total EQ
Competencies Sc o re s Learner 7 Whole group
Comparison of Learner 7 with whole group on the post test of emotional intelligence
84 105 109 96 87 98 99 101 104 100 100 103 75 80 85 90 95 100 105 110 115
Intra personal Inter personal Stress Mgmnt Adaptability General Mood Total EQ
Competencies Sc o re s Learner 7 Whole group
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level than the rest of his peers in his ability to make and maintain friendships, his ability to manage his stress levels effectively, adaptability, general mood and total emotional intelligence. This is in contrast to current research which shows that learners with AD/HD show lowered emotional intelligence capacity than their peer group who do not have AD/HD (BarOn, 2003; Bauminger et al., 2005). The realistic appraisal of one’s emotional intelligence is a crucial component of being able to make socially and emotionally intelligent decisions about life (BarOn et al., 2003). Learner 7 appears to have an unrealistic perception of his ability to manage stress, as he often presents with psychosomatic complaints when he feels pressured with upcoming assessments or work in class that he is unable to cope with.
After exposure to a program on emotional intelligence, Learner 7 perceives that his intrapersonal skills and general mood are higher than the overall group of students who do not have AD/HD. This does not reflect the current trend in the literature as mentioned before. He perceives himself to be below the overall group in the following competencies: Intrapersonal skills, adaptability, general mood, and total E.Q. This reflects current literature which shows that learners with AD/HD have weaker self awareness, lowered levels of adaptability, a lowered mood, and a generally lower overall E.Q., than their peers without AD/HD (BarOn et al., 2003; Bauminger et al., 2005). Learner 7 has shown growth in some areas of emotional intelligence after exposure to a program on emotional intelligence, and been more realistic in his appraisal of himself with regard to stress management. This shows growth.
Learner 7 shows a fluctuation of scores both within and between the tests. Although his scores remain within the average range on most of the competencies, he perceives himself to be below average on intrapersonal skills both before and after exposure to a program on emotional intelligence. However, this score has improved which places him within the upper limits of this range which shows growth. He also perceived himself to have enhanced skills for stress management in the pre test and after exposure to a program on social and emotional intelligence, his appraisal became more realistic. This shows growth. The sample group in contrast shows a general increase in their levels of emotional intelligence across all the competencies after exposure to a program on emotional intelligence.
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