Eqi, OSI-R, PTE, and CES Activities

EQi, OSI-R, PTE, and CES Activities

EQi Activity:
Complete the online BarOn Emotional Quotient Inventory (EQi)
As you review your EQi results, refer to the additional resources provided:
EQi Technical Brochure
EQi Sample Reports
Specific considerations when reading your EQi report:
Compare the various kinds of sample reports available. Consider which reports you might select for specific purposes (and why).
Hint: consider the language used in each report and who the intended audience seems to be
Note the counsellor version of the report
It contains information on such validity indicators as positive and negative impression and inconsistency, as well as an indication of response pattern
Note adjusted scores, identified in the Counsellor’s section (available on page 9 of the following:
These are adjusted based on the positive or negative impression indicators
Reflect on problems with this adjustment being automatically calculated based on a computer program (i.e., without the input of the counsellor / test administrator)
You’ll notice that raw scores have been converted to standard scores with ranges identified on a continuum with “average” at 100 in the middle. This is quite similar to how IQ (intelligence) scores are typically reported, and different from many other assessments where a standard score of 50 would be considered average.
Note that the norm group is based on a diverse North American sample
There is an option to score against gender specific norms
“Full group” norms were selected for your report

OSI-R Activity
Complete the online Occupational Stress Inventory-Revised
Reflect on your own stressors and coping resources. If you are not currently employed, consider being a grad student as your occupation

Specific considerations when reading your OSI-R report:
Conversion of raw scores to T-scores
T-scores are explained on page 2 of OSI-R report
The same raw score may convert to very different T-scores depending on the scale (e.g., a raw score of 50 converts to a T-score of 89 for men on self-care but only a T-score of 62 for men on social support). Reflect on possible reasons for this difference
Notice gender differences
The same raw score may convert to a different T-score for men and women
Note the graphs and reflect on potential confusion for clients due to high scores on scales in the first 2 sections (ORQ and PSQ) being interpreted as problems while high scores on scales in the 3rd section (PRQ) being interpreted as strengths.

Majors PTE Activity
As you review your PTE results, refer to the manual (Majors, 2012b):
Specific considerations when reading your PTE report:
The questions on the PTE were constructed differently than on other tests
The PTE uses similarity levels to determine the clarity of results
PTE theory is based on Jungian psychology and is very complex
Although the computer-generated report is very comprehensive, access the PTE Manual for support in interpreting the results
Page 15 of the report provides a brief description of each of the 16 Types
The 16 types are the same type codes as for the MBTI
There are many supplementary “type” resources available online or in bookstores; use “MBTI” in your keyword search

Majors CES Activity
Complete the online Career Exploration Survey (CES)
As you review your CES results, refer to the manual (Majors, 2012a):
Specific considerations when reading your CES report:
Access the CES Manual for support in interpreting the results
The Overview (p. 1) and Results Overview (p. 13) provide good cautionary information
Consider how you might use these in debriefing results with a client
Reflect on the claim on page 4 of the report that “while the number of new occupational tasks and activities is continuously increasing, these eleven common Occupational Activity Groupings (OAG) continue to be representative of virtually all occupational tasks/activities today”
Can you think of any occupations that may not fit within these groupings?
What advantages can you see of drawing clients’ attention to OAG rather than specific occupations?
Most interest inventories focus on a pattern of similarities (i.e., your interests are similar to the interests of people working in occupation x)
The CES also reports patterns of disinterest, making suggestions about careers or activities to avoid
Reflect on how the “avoid” information might be useful to your clients
The Global Interest Areas (GIA) are the widely used “Holland Codes” (i.e., similar to the Holland Self-Directed Search, Strong Interest Inventory, and many other interest tools
There are other tools available that provide lists of occupations organized by Holland codes. If you plan to use Holland Code / RIASEC Model interest inventories in your practice, continue purchasing the Dictionary of Holland Codes: