Reuven Bar-On

Reuven Bar-On
Born (1944-05-15) 15 May 1944
San Diego, California, United States of America
Ethnicity Jewish
Occupation Clinical psychologist
Known for Emotional intelligence
Website www.reuvenbaron.org/wp/

Reuven Bar-On is an Israeli psychologist and one of the leading pioneers, theorists and researchers in the field of emotional intelligence. He coined the acronym “E.Q.” and introduced the idea of an “Emotional Quotient” to measure one’s level of emotional intelligence.[1]

Reuven Bar-On is married, and is the father of three and grandfather of seven.

Contributions to the field of emotional intelligence

Bar-On developed a conceptual and psychometric model of emotional intelligence (or “emotional and social competence” as he originally referred to this construct in his doctoral dissertation;[2] and he has been extensively researching the ability of this model to predict various aspects of behavior, performance and well-being since 1982. The Bar-On model is positioned as one of the three major models of emotional intelligence in the Encyclopedia of Applied Psychology,[3] which describes Bar-On as “one of the pioneers” in this area of scientific inquiry together with Howard Gardner,[4] Robert Sternberg,[5] Peter Salovey and John Mayer[6] who followed Edward Thorndike[7] and David Wechsler[8] in stressing the need to focus on an a wider set of factors, in addition to personality and cognition, that contribute to human behavior and performance.

The development of the Bar-On model, its description and what it predicts are described here.

The Bar-On concept of emotional and social intelligence

The primary reason for creating the Bar-On model was to expand psychological assessment to include the assessment of “emotional and social competence” (which he later referred to as “emotional and social intelligence”) in addition to assessing personality traits, neuro-cognitive functioning and psychopathology, which is what psycho-diagnosticians were doing when he began studying psychology in 1962; and in the process, Bar-On helped change the testing landscape in applied psychology.[9]

Subsequent to completing his M.A. in clinical psychology in 1972 and after working as a clinician for a number of years, he became increasingly influenced by the emerging field of positive psychology[10] and began to shift his professional interest from psychopathology to assessing and developing emotional intelligence (which he argued, in one of his publications, is an integral part of positive psychology). He began studying the impact of the concept he was developing on behavior, performance and well-being, which was the focus of his doctoral research in 1982.[2] The development of the Bar-On conceptual and psychometric model of emotional and social intelligence emerged from his doctoral research; and on page 419 of the first copy of his doctoral dissertation, which was submitted in July 1985, Bar-On originally introduced his idea of an “E.Q.” – “Emotional Quotient” – for quantitatively describing emotional and social competence “analogous to an I.Q. score with sub-scores in various areas thought to be the major components of cognitive intelligence.”[1] Eleven years later, this idea was described in greater detail, and supported by empirical findings, at the 104th Annual Convention of the American Psychological Association in 1996 (“The Era of the EQ: Defining and Assessing Emotional Intelligence”).

The development of Bar-On’s model was influenced by Charles Darwin’s early findings that explained the importance of emotional expression and emotional awareness for survival.[11] Moreover, the Bar-On model views the outcome of emotionally and socially intelligent behavior in Darwinian terms of effective adaptation as he has described in numerous publications from 1997 onward. Influence on the development of the Bar-On model of emotional and social intelligence can also be traced to Edward Thorndike’s conceptualization of “social intelligence” and its importance for human performance[7] as well as to David Wechsler’s observations regarding the impact of “nonintellective factors” on what he referred to as “intelligent behavior.”[8][12][13]

Bar-On’s conceptual model of emotional intelligence describes an array of interrelated emotional and social competencies that determine how effective individuals will be at understanding and expressing themselves, understanding others and interacting with them as well as coping with daily demands and challenges.[3][9][14][15][16]

The sources cited here convey that these competencies include the following five meta-factors: (1) the ability to be aware of emotions as well as to understand and express feelings; (2) the ability to understand how others feel and interact with them; (3) the ability to manage and control emotions; (4) the ability to manage change, adapt and solve problems of a personal and interpersonal nature; and (5) the ability to generate positive affect to enhance self-motivation, in order to facilitate emotionally and socially intelligent behavior. The structure and factorial components of each of these five meta-factors is described in the next section.

Bar-On’s measure of emotional and social intelligence

In 1982, Bar-On began developing the precursor of the Bar-On Emotional Quotient Inventory™ (EQ-i™), which was designed to study, assess and strengthen emotional and social competencies.[2] The specific process involved in developing this self-report measure, what the scales assess and its psychometric properties are described elsewhere in greater detail[9] and by the author in a number of publications. The 1997 published version of this assessment instrument comprises 133 items that load on 15 scales which, in turn, load on five composite scales assessing the five meta-factors of the Bar-On concept described in the previous section.

The 1st composite scale comprised five scales that assess one’s ability: (1) to accurately look inward, understand and accept oneself; (2) to be aware of and understand one’s emotions; (3) to effectively and constructively express one’s feelings; (4) to be self-reliant and free of emotional dependency on others; and (5) to set personal goals in order to actualize one’s inner potential.

The 2nd composite scale included three scales that evaluate one’s ability: (6) to understand how others feel; (7) to be responsible, cooperative and constructive when interacting with others; and (8) to apply empathy and social responsibility in establishing relationships with others.

The 3rd composite scale had two scales that estimate one’s ability: (9) to effectively manage emotions and cope with stress; and (10) to constructively control one’s emotions.

The 4th composite scale contained three scales that examine one’s ability: (11) to objectively validate one’s feelings and thinking with external reality; (12) to flexibly adapt and adjust to new and different situations; and (13) to effectively solve problems of a personal and interpersonal nature.

The 5th composite scale was composed of two scales that measure one’s ability: (14) to be optimistic and positive; and (15) to feel content with oneself, others and life in general.

The Bar-On EQ-i™ was the first measure of emotional intelligence to be published by a psychological test publisher[9] and the first such measure to be peer-reviewed in the Mental Measurement Yearbook, which described it as “an excellent measure of the emotional intelligence concept” and “an example of things test developers should address in developing and evaluating their instruments.”[15] According to what has been posted on the publisher’s website (www.mhs.com), the Bar-On EQ-i™ has been translated into more than 30 languages and used extensively worldwide.

In addition to the self-report described here, a multi-rater version (the “Bar-On EQ-360™”) was developed in 2003 and also peer-reviewed in the Mental Measurement Yearbook.[17] A youth version for children and adolescents (the “Bar-On EQ-i:YV™”) was developed in 2000, based on the Bar-On model as well. The Bar-On EQ-i:YV™ was the first psychometric instrument to be published that was specifically designed to assess emotionally intelligent behavior in children and adolescents. In addition to being reviewed in the Mental Measurement Yearbook,[18] it was selected by psychometricians at the University of Oxford as the emotional intelligence test of choice for children, subsequent to examining 59 assessment instruments over a period of two years, and was recommended to the British Department of Education and Skills for use in schools throughout the United Kingdom.[19]

A viable neural circuitry has been identified, which also provides neurological evidence for the existence of a number of the most important factorial components in the Bar-On concept of emotional and social intelligence.[20][21][22][23][24] Research findings, from the sources cited here as well as from four sources co-authored by Bar-On, suggest that the right amygdala plays a key role in emotional self-awareness, while the somatosensory and insular cortex facilitates empathy in addition to contributing to self-awareness together with the amygdala. These findings also suggest that the anterior cingulate plays a role in controlling emotions and exercising good judgment that facilitates social responsibility, while the orbitofrontal and ventromedial prefrontal cortex is thought to govern the ability to interact socially and solve problems of a personal and inter-personal nature.

The original 1997 version of the EQ-i™ was revised in 2011, and the resultant EQ-i 2.0™ was released in 2012. The revision process is documented in the publisher’s technical manual.[9] According to the manual, the EQ-i 2.0™ is not based on a different conceptual model of emotional intelligence nor is the EQ-i 2.0™ a new assessment instrument. Rather, it is described as a revised and updated psychometric instrument based on the original Bar-On model. More succinctly, items were added or mildly altered in approximately 50% of the psychometric instrument. Such textual revisions are conducted in many assessment instruments, for the purpose of preventing the language from becoming dated over a period of time.[25] The publisher’s manual shows that the overall correlation between the EQ-i 2.0™ and the original EQ-i™ is very high (.90), and the correlations between the scales are high to very high (ranging from .49 to .90). Based on a series of factor analyses conducted to date moreover, the findings support the original 15-factor structure and the 5-meta-factor structure of the Bar-On conceptual model for the most part; and these findings indicate that the current version is essentially assessing what the original version assessed.

The predictive ability of the Bar-On model

Numerous research findings indicate that the Bar-On model of emotional intelligence has a significant impact on: (1) physical health;[26][27][28][29][30][31][32][33] (2) cognitive functioning,[26][33] didactic effectiveness,[34][35][36][37] academic performance[38][39][40][41][42][43] and career decision-making;[44][45][46][47][48] (3) occupational performance and leadership,[9][26][49][50][51][52][53][54] job satisfaction[55] and organizational effectiveness;[56][57][58][59][60][61][62] (4) creativity and innovative thinking;[63][64][65][66] and (5) psychological health and well-being.[2][26][29][67][68][69][70][71][72]

In addition to the sources cited here, Bar-On has authored or co-authored more than 40 publications, to date, that describe his model including its predictive ability and applicability; and they have been cited by others in more than 8,000 publications. Not only do these findings shed light on the predictive validity of the Bar-On model, but they appear to justify its applicability in the particular areas that it predicts. In particular, this model is widely applied in education to increase academic performance as well as in hiring, training and promoting employees capable of enhancing organizational effectiveness, productivity and profitability.

In addition to the validity studies referenced here as well as the reviews mentioned in the Encyclopedia of Applied Psychology[3] and in the Mental Measurement Yearbook,[15] other researchers have also concluded that the EQ-i™ is a reliable measure of emotional and social intelligence.[73][74][75][76]

Although there has been some degree of debate regarding how best to classify the Bar-On model of emotional and social intelligence, Bar-On has questioned the justification of labeling his and other models as either “mixed” or “ability-based” models, terms that first appeared in the literature in 2000.[14] Bar-On argues that the reason for questioning this approach is that meta-analytic studies[77][78] indicate that the models included in these studies are all influenced by a combination of personality, cognitive, non-cognitive and conative factors in varying degrees; and the directionality of this complex relationship is possibly even more complicated to determine. The actual differences in the degree of domain overlap between the various measures of emotional intelligence studied and the measures of cognitive intelligence and personality used to examine the overlap appear to be approximately 20% for the Bar-On EQ-i™ and 15% for the MSCEIT™, which is classified as an “ability-based” model, based on the meta-analytic findings described by the researchers.[77][78] According to Bar-On, this means that the vast majority of variance in both the Bar-On EQ-i™ and the MSCEIT™ , for example, cannot be adequately explained by personality or by cognitive intelligence and thus does not justify using terms such as “mixed models” and “ability-based models” as a meaningful approach to accurately describe models of emotional and social intelligence.

Additional contributions to psychology

In addition to his efforts, over the years, to determine the most important emotional and social contributors to behavior, performance and well-being, Bar-On has continued to explore other key predictors. An example of these efforts can be seen in his development of a multifactor concept of performance and an assessment instrument designed to measure this concept (the Multifactor Measure of Performance™), which was first described in the professional literature in 2016. Bar-On has also created a psychometric model of “meaningfulness and spiritual development” (the Spiritual Quotient Inventory™) together with Michael Rock,[79] and has co-developed a conceptual model of “inspiring leadership” with Jonathan and Leigh Perks-Bowman.[80]

He has also contributed to the field of clinical psychology, including his work in the area of post-traumatic stress disorder based on treating soldiers with combat stress reaction in 1973 and 1982. Bar-On has authored or co-authored a number of publications that summarize his findings.

Academic and career background, positions and honors

Reuven Bar-On began his undergraduate studies in psychology at San Francisco State University in 1962. In 1964, he moved to Jerusalem where he studied Jewish history and archeology at the Hebrew University. Upon finishing his compulsory tour of duty in the Israeli Defense Forces in 1968, he completed a B.A. in psychology at Los Angeles State University in 1970 and an M.A. in clinical psychology at Pepperdine University in 1972. After completing his M.A., Bar-On returned to Israel and worked as a clinical psychologist in psychiatric inpatient and outpatient facilities. In 1982, he was accepted to do a Ph.D. in psychology at Rhodes University in South Africa. His doctoral research focused on determining, describing and measuring the key “emotional and social competencies” thought to contribute to “optimal functioning” that eventually leads to a sense of overall “psychological well-being.”[2]

In addition to teaching psycho-pathology and psycho-diagnostics at Rhodes University to psychology students, from 1983 to 1985, and at Tel Aviv University’s Medical School to specialists in internal medicine, from 1994 to 1996, Bar-On received an adjunct professorship at the University of Texas Medical Branch in 2003 and in the Faculty of Education at the University of Pretoria in 2008.

In 1998, Bar-On became affiliated with the Collaborative for Academic, Social and Emotional Learning. In the same year, he became the first non-founding member of the Consortium for Research on Emotional Intelligence in Organizations. He was asked in 2005 to be a consultant on emotional and social intelligence at the National School Climate Center as well. Bar-On was also invited to join the editorial boards of the South African Journal of Education in 2006, Perspectives in Education in 2007 and the South African Journal of Social Sciences in 2009.

For his contribution to the field of emotional intelligence, Bar-On was nominated for an Honorary Doctorate Degree by the University of Pretoria in 2006, received a Fellowship in the British Royal Society of the Arts in 2008 and was invited to present a keynote address at the 30th International Congress of Psychology.

References

  1. 1 2 The “Emotional Quotient” (“E.Q.”) was described on page 419 of an advanced copy of Reuven Bar-On’s doctoral dissertation submitted to Rhodes University in July 1985. In that it was accepted by two of the three readers and not by all three, it was revised, resubmitted and eventually accepted unanimously.[2] Copies of this manuscript are found in the Library, the Psychology Department and in the possession of Prof. David Edwards at Rhodes University in South Africa.
  2. 1 2 3 4 5 Bar-On, R. (1988). The development of a concept of psychological well-being. Doctoral dissertation, Rhodes University, South Africa.
  3. 1 2 3 Cherniss, C (2004). Emotional intelligence. In C. Spielberger (Ed.), Encyclopedia of applied psychology, Vol. 2. Oxford, UK: Elsevier. pp. 315–321.
  4. ↑ Gardner, H (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
  5. ↑ Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York, NY: Cambridge University Press.
  6. ↑ Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211.
  7. 1 2 Thorndike, E. L. (1920). "Intelligence and its uses.". Harper’s Magazine (140): 227–235.
  8. 1 2 Wechsler, D (1940). "Nonintellective factors in general intelligence.". Psychological Bulletin (37): 444–445.
  9. 1 2 3 4 5 6 The Emotional Quotient Inventory 2.0: User’s handbook. Toronto, ON: Multi-Health Systems. 2011.
  10. ↑ Seligman, M. E. P., & Csikszentmihalyi, M. (2000). "Positive psychology". American Psychologist (55(1)): 5–14.
  11. ↑ Darwin, C. (1965) [1872]. The expression of the emotions in man and animals. Chicago, IL: University of Chicago Press.
  12. ↑ Wechsler, D (1943). "Nonintellective factors in general intelligence". Journal of Abnormal Social Psychology (38): 100–104.
  13. ↑ Wechsler, D (1958). The measurement and appraisal of adult intelligence (4th edition). Baltimore, MD: The Williams & Wilkins Company. p. 13.
  14. 1 2 Mayer, J. D., Salovey, P., & Caruso, D. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.), Handbook of intelligence. Cambridge, UK: Cambridge University Press. pp. 396–420.
  15. 1 2 3 Plake, B. S., & Impara, J. C. (Eds.) (2001). Test reviews of the Bar-On Emotional Quotient Inventory. The fourteenth mental measurement yearbook. Lincoln, NE: Buros Institute for Mental Measurement.
  16. ↑ Gowing, M. K. (2001). Measurement of individual emotional competence. In C. Cherniss and D. Goleman (Eds.), The emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations. San Francisco, CA: Jossey-Bass, pp. 83-131.
  17. ↑ Spies, R. A., & Plake, B. S. (Eds.) (2005). Test reviews of the Bar-On Emotional Quotient 360. The sixteenth mental measurement yearbook. Lincoln, NE: Buros Institute for Mental Measurement.
  18. ↑ Plake, B. S., Impara, J. C., & Spies, R. A. (Eds.) (2003). Test reviews of the Bar-On Emotional Quotient Inventory Youth Version. The fifteenth mental measurement yearbook. Lincoln, NE: Buros Institute for Mental Measurement.
  19. ↑ Stewart-Brown, S., & Edmunds, L. (2003). "Assessing emotional competence in preschool and primary school settings: A review of instruments.". Perspectives in Education (21(4)): 17–40.
  20. ↑ Bechara, A., Tranel, D., & Damasio, A. R. (2000). Poor judgment in spite of high intellect: Neurological evidence for emotional intelligence. In R. Bar-On and J. D. A. Parker (Eds.), The handbook of emotional intelligence: Theory, development, assessment and application at home, school and in the workplace. San Francisco, CA: Jossey-Bass. pp. 192–214.
  21. ↑ Lane, R. D. (2000). Levels of emotional awareness: Neurological, psychological, and social perspectives. In R. Bar-On and J. D. A. Parker (Eds.), The handbook of emotional intelligence: Theory, development, assessment and application at home, school and in the workplace. San Francisco, CA: Jossey-Bass. pp. 171–191.
  22. ↑ Lane, R. D., & McRae, K. (2004). Neural substrates of conscious emotional experience: A cognitive-neuroscientific perspective. In M. Beauregard (Ed.), Consciousness, emotional self-regulation and the brain. Philadelphia, PA: John Benjamins Publishing Company. pp. 87–122.
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  29. 1 2 Taylor, G. J., & Taylor-Allan, H. L. (2007). Applying emotional intelligence in understanding and treating physical and psychological disorders: What we have learned from alexithymia. In R. Bar-On, J. G. Maree and M. J. Elias (Eds.), Educating people to be emotionally intelligent. Westport, CT: Praeger. pp. 211–223.
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  33. 1 2 Van der Westhuizen, C. N., & Maree, J. G. (2006). "Thinking skills and problem-solving: An inclusive approach.". Gifted Education International (21(3)): 98–101.
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  36. ↑ Van der Westhuizen, C., & Maree, J. G. (2006). "Some thoughts on the training of teachers of gifted learners.". Gifted Education International (21(2-3)): 201–217.
  37. ↑ Sadri, E., Akbarzadeh, N., & Poushaneh, K. (2009). Impact of social-emotional learning skills instruction on emotional intelligence of male high school students. Psychological Research, 11(22), 69-83.
  38. ↑ Freedman, J. (2003). "Key lessons from 35 years of social-emotional education: How Self-Science builds self-awareness, positive relationships, and healthy decision-making.". Perspectives in Education (21(4)): 69–80.
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  40. ↑ Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. (2004). "Emotional intelligence and academic success: Examining the transition from high school to university.". Personality and Individual Differences (36): 163–172.
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  42. ↑ Stewart-Brown, S., & Edmunds, L. (2007). Assessing emotional intelligence in children: A review of existing measures of emotional and social competence. In R. Bar-On, J. G. Maree, & M. J. Elias (Eds.), Educating people to be emotionally intelligent. Westport, CT: Praeger. pp. 241–257.
  43. ↑ McCown, K., Jensen, A. L., & Freedman, J. (2007). The Self-Science approach to social-emotional learning. In R. Bar-On, J. G. Maree, & M. J. Elias (Eds.), Educating people to be emotionally intelligent. Westport, CT: Praeger. pp. 109–121.
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  74. ↑ Newsome, S., Day, A. L., & Cantano, V. M. (2000). "Assessing the predictive validity of emotional intelligence". Personality and Individual Differences (29): 1005–1016.
  75. ↑ Petrides, K. V., & Furnham, A. (2000). "On the dimensional structure of emotional intelligence.". Personality and Individual Differences (29): 313–320.
  76. ↑ Derksen, J., Kramer, L., & Katzko, M. (2002). "Does a self-report measure of emotional intelligence assess something different than general intelligence?". Personality and Individual Differences (32): 137–148.
  77. 1 2 Van Rooy, D. L., & Viswesvaran, C. (2004). "Emotional intelligence: A meta-analytic investigation of predictive validity and nomological net.". Journal of Vocational Behavior (65): 71–95.
  78. 1 2 Van Rooy, D. L., & Viswesvaran, C. (2007). Assessing emotional intelligence in adults: A review of the most popular measures. In R. Bar-On, J. G. Maree, & M. J. Elias (Eds.), Educating people to be emotionally intelligent. Westport, CT: Praeger. pp. 259–272.
  79. ↑ Rock, M. (2015). St. Benedict's guide to improving your work life: Workplace as worthplace. Toronto, ON: Novalis.
  80. ↑ Travers, L. (2014). Inspiring women leaders. Pool-in-Wharfedale, UK: Fisher King Publishing.

Selected bibliography

The following is a selected list of 40 publications, authored or co-authored by Reuven Bar-On, that have focused primarily on emotional and social intelligence:

Edited volumes

Bar-On, R., Maree, J. G., & Elias, M. J. (2007). Educating people to be emotionally intelligent. Westport, CT: Praeger.

Bar-On, R., & Parker, J. D. A. (2000). The handbook of emotional intelligence: Theory, development, assessment and application at home, school and in the workplace. San Francisco, CA: Jossey-Bass

Chapters

Bar-On, R. (2016). Beyond IQ and EQ: The Bar-On multifactor model of performance. In U. Kumar (Ed.), The Wiley handbook of personality assessment. London, UK: John Wiley & Sons, pp. 104–118.

Bar-On, R. (2016). The impact of resilience on our ability to survive, adapt and thrive. In U. Kumar (Ed.), The Routledge international handbook of psychosocial resilience. London, UK: The Taylor & Francis Group.

Bowman-Perks, J., Bowman-Perks, L., & Bar-On, R (2015). Coaching for emotionally intelligent and inspiring leadership. In J. Passmore (Ed.), Leadership coaching, 2nd edition: Working with leaders to develop elite performance. London, UK: KoganPage, pp. 51–70.

Bar-On, R. (2012). Applying emotional intelligence in clinical psychology. In A. Di Fabio (Ed.), The Psychology of Counseling. Hauppauge, NY: Nova Science Publishers, pp. 109–124.

Bar-On, R. (2012). The impact of emotional intelligence on health and wellbeing. In A. Di Fabio (Ed.), Emotional intelligence: New perspectives and applications. Rijeka, Croatia: InTech, pp. 29–50.

Bar-On, R., & Maree, J. G. (2009). In search of emotional-social giftedness: A potentially viable and valuable concept. In L. V. Shavinina (Ed.), International handbook of giftedness, New York, NY: Springer Science, 559-570.

Maree, J. G., Elias, M. J., & Bar-On, R. (2008). Emotional intelligence, giftedness, creativity and talent. In B. Wells (Ed.), Encyclopedia of giftedness, creativity, and talent. Sand Diego, CA: SAGE Reference.

Bar-On, R. (2007). How important is it to educate people to be emotionally intelligent, and can it be done? In R. Bar-On, J. G. Maree, & M. J. Elias (Eds.), Educating people to be emotionally intelligent. Westport, CT: Praeger, pp. 1–14.

Bechara, A., Damasio, A., & Bar-On, R. (2007). The anatomy of emotional intelligence and the implications for educating people to be emotionally intelligent. In R. Bar-On, J. G. Maree, & M. J. Elias (Eds.), Educating people to be emotionally intelligent. Westport, CT: Praeger, pp. 273–290.

Elias, M. J., & Bar-On, R. (2007). The relationship between narrative career counselling, emotional intelligence (EI) and social-emotional learning (SEL). In J. G. Maree (Ed.), Shaping the story: A guide to facilitating career counselling. Pretoria, SA: Van Shaik Publishers, pp. 239–244.

Bar-On, R., Handley, R., & Fund, S. (2006). The impact of emotional and social intelligence on performance. In V. Druskat, F. Sala, and G. Mount (Eds.), Linking emotional intelligence and performance at work: Current research evidence. Mahwah, NJ: Lawrence Erlbaum, pp. 3–19.

Bechara, A., & Bar-On, R. (2006). Neurological substrates of emotional and social intelligence: Evidence from patients with focal brain lesions. In J. T. Cacioppo, P. S. Visser, and G. L. Pickett (Eds.), Social neuroscience: People thinking about thinking people. Cambridge, MA: MIT Press, pp. 13–40.

Bar-On, R., Tranel, D., Denburg, N. L., & Bechara, A. (2005). Exploring the neurological substrate of emotional and social intelligence. In J. T. Cacioppo and G. G. Bernston (Eds.), Key readings in social psychology: Social neuroscience. New York, NY: Psychology Press, pp. 223–237.

Bar-On, R. (2004). The Bar-On Emotional Quotient Inventory (EQ-i): Rationale, description, and summary of psychometric properties. In G. Geher (Ed.), Measuring emotional intelligence: Common ground and controversy. Hauppauge, NY: Nova Science Publishers, pp. 111–142.

Bar-On, R. (2001). Emotional intelligence and self-actualization. In J. Ciarrochi, J. Forgas, and J. D. Mayer (Eds.), Emotional intelligence in everyday life: A scientific inquiry. New York, NY: Psychology Press, pp. 82–97.

Bar-On, R. (2000). Emotional and social intelligence: Insights from the Emotional Quotient Inventory (EQ-i). In R. Bar-On and J. D. A. Parker (Eds.), The handbook of emotional intelligence: Theory, development, assessment and application at home, school and in the workplace. San Francisco: Jossey-Bass, pp. 363–388.

Articles

Monselise, A., Bar-On, R., Chan, L. J. Y., Leibushor, N, McElwee, K. J., & Shapiro, J. (2013). Examining the relationship between alopecia areata, androgenetic alopecia and emotional intelligence. Journal of Cutaneous Medicine and Surgery 17(1), 46-51.

Di Fabio, A., Palazzeschi, L., & Bar-On, R. (2012). The role of personality traits, core self-evaluation and emotional intelligence in career decision-making difficulties. Journal of Employment Counseling, 49(3), 118-129.

Hoffmann, M., & Bar-On, R. (2012). Isolated frontopolar cortex lesion: A case study. Cognitive and Behavioral Neurology, 25(1), 50-56.

Bar-On, R. (2010). Emotional intelligence: An integral part of positive psychology. South African Journal of Psychology, 40(1), 54-62.

Bar-On, R. (2007). The Bar-On model of emotional intelligence: A valid, robust and applicable EI model. Organisations and People, 14, 27-34.

Bar-On, R. (2007). The impact of emotional intelligence on giftedness. Gifted Education International, 22(1), 122-137.

Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18, supl., 13-25.

Bar-On, R. (2005). The impact of emotional intelligence on subjective well-being. Perspectives in Education, 23 (2), 41-61.

Bar-On, R. (2003). How important is it to educate people to be emotionally and socially intelligent, and can it be done? Perspectives in Education, 21(4), 3-13.

Bar-On, R., Tranel, D., Denburg, N. L., & Bechara, A. (2003). Exploring the neurological substrate of emotional and social intelligence. Brain, 126, 1790-1800.

Bharwaney-Orme, G., & Bar-On, R. (2002). The contribution of emotional intelligence to individual and organizational effectiveness. Competency & Emotional Intelligence, 9 (4), 23-28.

Bar-On, R., Brown, J. M., Kirkcaldy, B. D., & Thome, E. P. (2000). Emotional expression and implications for occupational stress: An application of the Emotional Quotient Inventory (EQ-i). Journal of Personality and Individual Differences, 28, 1107-1118.

Krivoy, E., Weyl Ben-Arush, M., & Bar-On, R. (2000). Comparing the emotional intelligence of adolescent cancer survivors with a matched sample from the normative population. Medical & Pediatric Oncology, 35(3), 382.

Witztum, E., Margolin, J., Bar-On, R., & Levy, A. (1992). Labeling and stigma in psychiatric misdiagnosis. Israel Journal of Psychiatry and Related Sciences, 29 (2), 77-88.

Published tests and technical manuals

Bar-On, R. (1997). The Bar-On Emotional Quotient Inventory (EQ-i): A test of emotional intelligence. Toronto, Canada: Multi-Health Systems.

Bar-On, R. (1997). The Bar-On Emotional Quotient Inventory (EQ-i): Technical manual. Toronto, Canada: Multi-Health Systems.

Bar-On, R., & Parker, J.D.A. (2000). Emotional Quotient Inventory: Youth Version (EQ-i:YV). Toronto, Canada: Multi-Health Systems.

Bar-On, R., & Parker, J. D. A. (2000). Emotional Quotient Inventory: Youth Version (EQ-i:YV): Technical manual. Toronto, Canada: Multi-Health Systems.

Bar-On, R., & Handley, R. (2003). The Bar-On EQ-360. Toronto, Canada: Multi-Health Systems.

Bar-On, R., & Handley, R. (2003). The Bar-On EQ-360: Technical manual. Toronto, Canada: Multi-Health Systems.

Bar-On, R., & Rock, M. (2011). The Bar-On & Rock Spiritual Quotient Inventory (SQ-i). Houston, TX: Bar-On Test Developers and Self-Development Dimensions.

Bar-On, R. (2012). Multifactor Measure of Performance™ (MMP™). Houston, TX: Bar-On Test Developers.

External links 

Reuven Bar-On's website dedicated to describing his concept and measure of emotional and social intelligence, multifactor model of human behavior and performance, motivation, and spiritual development
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