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PSYCHOLOGICAL REPORT
NAME OMANDAM, ETHAN MARGUS S.

SCHOOL DILIMAN PREPARATORY SCHOOL

GRADE LEVEL : GRADE 6

SECTION NARRA

DATE AUGUST 2016

BARON EMOTION AL QUOTI ENT I NVENTORY :

INTRAPERSONAL SCALE

This skill pertains to the awareness and understanding of one's emotions including his ability to express his feelings,
beliefs and thoughts. lt also focuses on one's appraisal and aclualization of his potential talents. lt is composed of
five factors: a) emotional self-awareness- the ability to recognize and understand one's feelings; b) assertiveness-
the ability to express feelings, beliefs and thoughts; c) self-regard- the ability to accurately appraise oneself; d) self-
actualization- - the ability to realize one's potential capabilities; and e) independence- the ability to be self-directed
and self-controlled in one's thinking and actions and to be free of emotional dependency.

Low Average High

These individuals have an
u nde rdeve lo pe d a b i lify to
u nderstand thei r e moti on s,
express their feelings and
realize their potenti al.
These individuals have an abquate awarcness aN t'.?s2 ': . c-i s 3re a:?::
undet*anding of tlrcir frr/ings. Tlrey cznt sWV tn understandtng and
communicate their emotions and actualize their expressing th ei r e m otion s
potentials. Ability to express their feelings and needs and are self directed in
is adequate. one's thinking. They can
skillfully develop their
potentiai capabiiities and
are free from emotional
dependence.

Very Low Low Low Average Average I xiqn Averaqe Hiqh Very High

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Subject: Omandam, Ethan Marcus S.
Page 2 of 6

INTERPERSONAL SCALE

It refers to the ability to perceive and comprehend other people's feelings. lt is also concerned with
one,s capacity to
initiate and nurture affable relationships, as well as his ability to contrib-ute to the dynamics of his social group.
fhe
three closely related abilitie.s are: a) empathy- the ability to be aware of, to understand and appreciate
tnjfeeiings of
others; b) social responsibility- the ability to demonstrate oneself as a cooperative contributing, and constructive
,
member of one's social group; c) interpersonal the ability to establish and maintain mutually satisfying
.relationship-
relationships that are characterized by emotional closeness.

Low Average High

These individuals need
improvement in
understanding other
people's feelings. They find
difficulty in establishing and
mainta ini ng rel ation sh i ps.
These individuals have sufficient awareness and These individuals are highly
understanding of how others are feeting. They can perceptive of other people's
establish and nurture satisfying relationships and are feelings. They can easily
cooperative in their social groups. They can listen weil understand their emotions
and able to appreciate the feelings of others. and arc likely to
de mon strate coope rati on i n
social groups.

Verv Low Low Low Averaoe Average I xign Average Hish Very Hish

STRESS MANAGEMENT

It is one's ability to endure.challenging and stressful situations while maintaining one's presence of mind. lt is
likewise concerned with one's capacity to manage urges and sustain his composure. lt depicts two related
abilities:
a) stress tolerance- the ability to withstand adverse evenls and stressful situations withoui falling apart by actively
and positively coping with stress; and b) impulse conlrol- the ability to resist or delay an impulse and to control
one,s
emotions.

Low Average High

These individuals are easily
affected by stressfu/ events
and are inept in controlling
and delaying their impulses.
They find it hard to keep
calm and maintain their
composure in stressful
slfuafions.
These individuals are capable of keeping calm under These individuals can
commonly expeienced situation. They can sufficientty easily control their
tolerate sfressfu/ circumstances anct keep their emotions and impulses.
impulses under control most of the time. They can They can effectively cope
adequately respond fo a sfressfu/ event without with adverse events and
emotional outbursts. take criticism in a level
headed manner.

Very Low Low Low Averaqe Averaqe High Averaoe High Very High
Subject: Omandam, Ethan Marcus S
Page 3 of 6

ADAPTABILITY SCALE

It is one,s ability to modify emotions and behavior according to th-e changes that he encounters. lt also
pertains to
iinJinJ applying effective solutions to problems. lt conslsts of three corresponding factors: a) reality testing- the
,oitit/to""avatio'aie 6ne's emotions; b) flexibility- the ability to adjust one's emotions, thoughts and behavior to
problems as well as to
cn"n'ging situations and conditions; anO c) problem solving- the ability to identify and define

Low Average High

These individuals find it
diffrcult to adjust their
emotions and behavior
when they encounter
sfressfu/ situ ation s. TheY
may spend much time and
effoft in solving difficult
problems and often fail in
i mpleme nti ng th e sol uti on s.
These individuals can adequately change their These individuals are highlY
emotions and behavior when they encounter changes. flexible and realistic in
They have sufficient problem solving skills and are modifying their emotions
abte to adapt to a new environment. ln general, they and actions when changes
can find a way to deal with every day problems' occur. They are also
proficient in finding effective
solutions to diffrcult
obsfacles.

Verv Low Low Low Averaqe Average Hiqh Average Hiqh Very High

GENERAL MOOD SCALE

This aspect refers to one's tendency to have a positive perspective in life even in difficult times. lt also considers
personal enjoyment. lt is defined by
one,s contentment with one's pre"ent condition and the ability to make time for
two emotional aspects: a) optimism- the ability to look on the brighter side of life and to maintain a positive attitude
even in the face of aoversity; and b) happin-ess- the ability to ieel satisfied with one's life, to enjoy oneself and
others, and to have fun.

Low Average High

These individuals are
generally unhappy and
unsatisfied with their life. ln
problematic conditions, theY
are likely to look at the
negative side of the
situation.
These individuals have a faily positive outlook in life. These individuals are highlY
They are generally satisfed with their life and are able optimlstic and are adePt in
to enjoy themselves and have fun. They are generally maintaining such
Pleasant to be with. disposition in every
situation they are in. TheY
always feel good about
themselves and are very
saflsfled with their life.

Very Low Low Low Averaqe Average High Average Hiqh Very High
Subject: Omandam, Ethan Marcus S.
Page 4 of 6

TOTAL EQ

This is the complete measure of one's emotional intelligence which incorporates the intrapersonal and interpersonal
skills, adaptability, stress management and general mood. Emotional intelligence is defined as an array of
emotional, personal and interpersonal abilities that influence one's overall ability to cope with environmental
demands and pressures.

Low Average High

These individuals have
undedeveloped skills in
underctanding their own
emotions as well as fhose
of athers. They find
difficu lty i n establ i shi ng
rclationsh ips, adju sting th ei r
emotions to change and
with stan d i n g sfressfu/
sifuafibns. They arc
genemlly pessimistic and
are unable to control their
mpulses.
These individuals are able to understand and express These individuals are very
their emotions and interact adequately with other perceptive in underctanding
people. Being emotionally flexible, they are capable of their emotions as uzell as
adjusting to challenging situations and controlling their those of otherc. They can
impulses dunng sfressful events. They maintain a com pete ntly com m u ni c ate
generally positive disposition. Except for a few their feelings and thoughts
occaslons typical to a boy's life, they are generally and are able to nurture
happy and effective in dealing with daily demands. social relationships. They
are highly optimistic even in
sfressfu/ situations and are
able to generate and
implement sensible
solutions to problems.

Very Low Low Low Averaqe Average High Average Hiqh Very High

POSITIVE ]MPRESS]ON SCALE

This measures one's tendency to present an overly positive impression by giving socially desirable answers.

Low Average High

T he se i nd ivid u al s a n swe re d
truthfully and are not
parlicularly concemed
about creating a positive
impression in answering the
items.
These individuals may be attempting to create an These individuals tied to
impression common to most children his age. He gave make an overly positive
soci a I ly de si ra ble answers. impression by giving
answers that are based on
their perception of ideal
behaviors rather than their
actual ones.

Very Low Low Low Average Average Hiqh Averaqe Hiqh Very High

INCONSISTENCY INDEX

This index determines whether the individual has considerable inconsistencies in the way he has responded to
sirnilarly worded items. Such discrepancies may have resulted from the possibility that he misunderstood the
instructions, or may have responded in a careless or random fashion.
Yes No
Sublect; Omandam, Ethan Marcus S.
Page 5 of 6

SUMMARY:

Master Omandam has adequate awareness of both his emotions and potential capabilities. ln striving to realize
his potential, he is likely to seek advice but does not solely depend on others.

On the whole, his awareness and understanding of how others are feeling is sufficiently developed. He is able to
establish and nurture some satisfying relationships.

He readily reacts and worries about things. He finds it hard to keep calm and maintain his composure under
adverse conditions.

When he comes across stressful situations, he may find it difficult to change his behavior accordingly. He
spends much time and effort in solving problems and may sometimes fail in implementing the solutions.

He can be worried and worked up about some things. Though he enjoys particular activities and the company of
a few friends, he could improve his emotional and social functioning.

His low EQ indicates that he is prone to some emotions of unhappiness and anxiety. He is likely to worry and
look at the downside of a particular situation that he finds himself in. Also, he finds it difficult to modify his mindset
and emotions when changing situations occur. Some room for improvement in his social and emotional capacity is
indicated.

RECOMMENDATION:
His EQ score on Stress Management needs improvement. Some recommended activities are:

. Remind him about the limitations of his responsibilities and abilities. There are things in life that are beyond his
control - particularly, other people's behaviors. lnstead of being stressed-out over people's behavior, have him
focus on the tasks at hand. You can brainstorm with him on how he can solicit other people's support and
cooperation.
. lnvite him to recite or post on the wall inspiring slogans from his favorite author or person. Seeing or hearing things
about resilience and coping with problems will remind him to be cheerful and challenge negative thoughts.
e Encourage him to have regular exercise or engage in sports. Activities like swimming, table tennis, jogging, among
others help strengthen the immune system and release natural painkillers like endorphins. These can also be
avenues to release stress.

His EQ score on Adaptability Scale needs improvement, Some recommended activities are:

o Encourage him to join organizations or clubs in school or community that will expose him to other students his age.
Observing and interacting with others can help him adapt his emotions and behaviors to other people and new
experiences.
r Let him play or interact with other people such as new friends or acquaintances. Encourage him to take on an
adventurous attitude in engaging in new activities to allow him to broaden his experiences.
. Have him participate in group dynamics sessions to improve his emotional and behavioral adaptability. Whenever
he finds himself in an uncomfortable situation, coach him to ask himself: 'l am feeling this way, what can I do
about this?'

His EQ score on General Mood Scale needs improvement. Some recommended activities are:

o Contact people who have a positive outlook in life and have him talk to them. He may interview them and inquire
about how they gained such an attitude amidst the challenges they faced. He can apply these principles to
himself.
. Provide an opportunity where he can take responsibility for something that he would also enjoy doing. One way to
do this is by letting him have a pet. This will allow him to express his emotions without risk of rejection. lt will also
instill in him a sense of responsibility.
. lf he is bothered by negative experiences, have him write them down and figure out why they upset him. He can
start addressing these thoughts by keeping in mind that these experiences are in the past and that what he can do
is learn from them. Make him focus more on the lessons learned rather than the negative experiences.
Sublect: Omandam, Ethan Marcus S.
Page 6 of 6

His score on Total EQ needs improvement. Some recommended activities are:

r ldentify his stress responses. He can learn to keep in mind that everyone reacts differently to stress. One way to
calm down is to understand his specific response style to particular situations. This knowledge can help him
determine ways to deal with pressure. He can also learn to be open to new experiences and find enjoyment in
various activities.
. Have him join a discussion group and brainstorm ways to overcome or handle particular emotions, such as fear or
afrger. it wouid be ideai if ihis sessior-r is faciiitated by parenis and caring aduits (teachei-s or guidance counselors).
r Encourage him to join group activities and other social gatherings. Attendance in such social functions will improve
his skills in managing his emotions and dealing with people. He could also attend skills training workshops to
improve the necessary skills.

I
W
cRtsTtNA T. ClrENG, RPsy, MA
Psychblogist
Lic. No. 0000536
valid til 2122117

CTC/msp
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