Appendix to the Emotional Intelligence Essay

The following appendices belong to my M.A. essay on Emotional Intelligence. Many of them are interesting in their own right.

  • Appendix 1 Emotional intelligence questionnaire
  • Appendix 2 Multiple intelligence summary ( Martin,J 2002)
  • Appendix 3 A list of feelings
  • Appendix 4 Intelligence Preferences and Irritations ( Martin, J 2002)
  • Appendix 5 Mind Body Definitions
  • Appendix 6 Network of Logical levels (dilts 1994)
  • Appendix 7 Levels for Potential Change:Neurological and Emotional
  • Appendix 8 Spiral Dynamics Overview
  • Appendix 9 Timeline of Changes in the Human Mind-Body
  • Bibliography

Appendix 1

Emotional Intelligence Questionnaire.

Name……………………………….. To answer this questionnaire, circle one number for each question.

In Your opinion: How good at reading other peoples emotions do you think that you are?

Poor at reading emotions: 1 2 3 4 5 6 7 8 9 10  Good at reading emotions

How good are you at recognising what you are feeling?

Not sure what I feel: 1 2 3 4 5 6 7 8 9 10 Always know what I feel

How well do you know what your emotions are telling you?

Unsure: 1 2 3 4 5 6 7 8 9 10  know well

When you get upset, how quickly do you let go of the negative emotions?

Stay upset: 1 2 3 4 5 6 7 8 9 10  Let go

When you are disagreeing with someone how easily do you understand their viewpoint?

Don’t understand: 1 2 3 4 5 6 7 8 9 10understand others point view

How good are you at solving a conflict when you get into one?

Stay in conflict: 1 2 3 4 5 6 7 8 9 10 Can solve conflict

When something you want is going to happen, do you have to have it now or can you wait?

Have it now: 1 2 3 4 5 6 7 8 9 10 Can wait

When something is difficult to do, do you keep going or give up?

Give up: 1 2 3 4 5 6 7 8 9 10  Keep going

If things start to go wrong do you keep going until you have solved the problem and complete the task or just give up?

Give up: 1 2 3 4 5 6 7 8 9 10  Keep going

How many different emotions can you name, list them:

What do you want to learn?

Do you believe you can?

How can others help you?

What sort of learner are you?

One thing I like about myself is ………………………………………

A favourite memory I have is……………………………………….

I look forward to ……………………………………………………

I feel good when ……………………………………………………….

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Appendix 3

abandoned contented fearful irreverent peaceful stingy
adamant contrite flustered irritated peeved strangled
adequate cruel foolish isolated persecuted strong
affectionate crushed forgiving jealousy petrified stuffed
afraid culpable frantic joyfull pity stunned
aggrieved curious free joyous pleasant stupid
agony deceitful frightened jumpy pleased stupified
almighty defeated frustrated keen precarious suffering
aloof defiant full kind pressured sullen
ambivalent deflated furious laconic pretty sure
amused dejected fury lazy prim surprised
angry delighted prissy suspicious
annoyed depressed glad left out proud sympathetic
anxious desirous gloomy licentious quarrelsome talkative
apathetic despair good light-headed tempted
apprehensive destructive grateful light-hearted rage tenacious
ashamed determined gratified lonely rapture tender
astounded different greedy lost refreshed tense
awed diffident grief loved rejected tentative
bad diminished grief stricken loving relaxed tenuous
bashful disappointed groovy low relieved terrible
beautiful discontented guilty remorse terrified
betrayed disdainful gullable mad resentful tetchy
bitter disgusted happy maudlin restless threatened
blissful dismayed hate mean reverent thwarted
bold distracted haughty melancholy rewarded tired
bored distraught heavenly mellow ridiculous trapped
brave disturbed helpful merry righteous triumphant
buoyant divided helpless mischevious sad troubled
burdened dominated miserable sated ugly
calm downcast high mortified satisfied uneasy
capable dubious homesick mystical scared unsettled
captivated eager honoured naughty sceptical used
carefree ecstatic horrible nervous scornful vehment
challenged electrified hostile nice screwed up vengeful
charmed empty humiliated niggardly self righteous vicious
cheated enchanted humourous nutty serene victorious
cheerful energetic hurt obnoxious servile vindicated
childish energised hysterical obsessed settled violent
churlish enervated ignored odd vital
clever enjoy immortal opposed shocked vivacious
cold blooded envious imposed upon outraged silly vunerable
combative evil impressed overjoyed sneaky weepy
competitive exasperated indifferent overwhelmed solemn wicked
concerned excited infatuated pain sorrowful woebegone
condemed exhausted infuriated pained sorry woeful
confused fascinated inspired panicked spiteful wonderful
conspicuous fauning intimidated parsimonious startled worried

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Appendix 5

Mind Body Definitions

‘The Brain’ is made up of three main parts: The reptilian brain (or brainstem) which is responsible for breathing, excretion, blood flow, body temperature and other autonomic functions.

The Limbic system, which encircles the top of the brainstem and is the seat of the emotions (made up of the amygdala, hypothalamus, thalamus, and hippocampus).

Hypothalamus: processing centre & hormonal centre; receiving & sending out signals to pituitary gland; controls heart rate and blood pressure.

Thalamus: connection site between sensory components (except smell) & the higher functions.

The hippocampus; long term memory, context of events and memories.

The amygdala acts as a tagging system for information coming directly coming into our senses – this also involves consultation with our memory banks of the hippocampus. This process can operate entirely out of our consciousness, i.e. in our unconscious mind. The amygdala assigns an emotional value which then allows us to then to assess the event and to react accordingly

(Winston 2004)

The chemical brain is a ligand -receptor system involving the endocrine ( glands), neurological, gastrointestinal and the immune systems. Chemicals called peptides that can act like neuro transmitters move through extracellular space, swept along in the blood and cerebrospinal fluid. These molecules are seen as information molecules and by some scientists as the unconscious mind. Some of the strongest density of receptors for the information molecules are on immune cells and in the gut, hence ‘gut feelings.

(Pert 1999)

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Appendix 6

Logical Levels of Change

Dilts( 1994)

When modelling change it is important to look at the influences at all levels and to initiate change at the level that is likely to have most effect. In relation to emotions this is from my experience at the beliefs and values levels.

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Appendix 7

Levels of Potential Change

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Appendix 8

Spiral Dynamics ( living strata in our psycho-cultural archaeology)

Description Code / Colour Focus Deep concern / orientation Core value & ethics. Manifestation of vMEME Life conditions outside / thinking systems
Whole view Systems . 8Turquoise “We” Harmony
with living /
Global Flux
Holistic / Experiential Patterns of the whole: Sense of collective
individualism to serve the entire living system. Interconnectdness, holistic understanding, spirituality-meta. Ecology. A single living entity / Seek the order beneath the chaos.
Flex Flow 7 Yellow Knowledge of natural flow/Functional flow Existential / Systemic Integrated Processes & Flows: To align conflicting alternatives. Personal responsibilities in being. Can lack commitment.
Surival in chaos, flexibility ( surfing the spiral), ecology. A complex system at risk of collapse / Learn how to be free & question.
Human Bond 6 Green Equality & Community/Group & Cause Sociocentric / Humanistic. Relative needs of the collective: Fit in with Group’s norms & attitudes. Best serve the people’s common good. Consensus, egalaterianism, levelling.
The natural habitat of all humanity / Form communities to experience growth.
Strive Drive 5 Orange Autonomy & Achievement /Materialistic Multiplistic/Rational. Situational Rules of the Game: Individual principles of conscience. Autonomy & self control to win. Achievment, strategic.
Full of opportunities to take control / Pragmatically test options for success.
Truth Force 4 Blue Meaning & Purpose/System Absolutistic /Moralistic Commandments of the Higher Authority: Comply with rules, avoid punishment. Duty ( with guilt ) to do what is right.
Conformity, consistency, truth force.Divinely controlled & guilt ridden / Obey rightful higher authority.
Power Gods 3 Red Raw dominance
& control /Aggression
Egocentric / Exploitative Law of the jungle: Impulsive drives
& immediate rewards. Guiltless service of raw self – interest.
Power, self-esteem, self- expression, self-intelligence.
Rough & hard like a jungle / Fight to survive inspite of others.
Kin Spirits 2 Purple Clan’s well
Being & safety / Tribal
Tribalistic / Animalistic Ways of the Tribe: Animistic beliefs & mystical signs. Serve the clan & ancestral ways. Safety in Belonging
Mysterious & Frightening / Placate spirits & gather for safety
Survival sense 1 Beige Physiological
Security A state of nature / Act like the other animals.

Copyright 15/1/2005 Nigel F Huddleston

(From the work of  K.Wilbur & D.Beck . Acknowledgements to K.E.Rice.)

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Appendix 9

Timeline of changes in the Human Mind-Body

  • Babies probably have synesthesia – connection between visual & auditory cortex pruned later.
  • Foetal brain produces 250,000 neurons a minute
  • 1-2 days preference for symmetrical faces + instinctive interest in whatever is most novel
  • 7-8 months 2 step planning
  • 9-10 months 3 step planning – prefrontal lobes reach a certain level of maturity
  • 1 year frontal lobe developed enough for own priorities
  • 18months – 2 years; develop sense of me-self.
  • 2 yrs language comprehension better than production – frustration terrible 2’s
  • 3 years hippocampus reaches maturity -long term memory
  • 4yrs Theory of Mind; understand the state of knowledge that exists in another’s mind
  • 4yrs onwards can lie with ease.
  • 5yrs; in 95% of people the left brain has assumed responsibility for language.
  • About 10 children get into cliques an gossip & tell stories about each other instead of teasing
  • Pre puberty good ability to read facial expressions
  • Frontal lobes go through a rapid spurt of growth up to about the age of puberty.
  • 11/12 years generally – can be anywhere between 8 -17 yrs (puberty).

Ability to read emotions correctly decreases as frontal lobes shrink. – At puberty, the mind grows more neurons, many go no where! This also accounts for the “Kevin”like behaviour of teenagers, i.e. the gruntal communication. Many messages get delayed or even don’t arrive at their destination. The neurons connect up properly at around the age of 15 and the teenager’s ability to communicate returns.

[In my view the degree of teenage behaviour also depends on the individuals values – see Spiral dynamics and the pleasure-pain pathway of the body-mind system].

Mood swings and flashes of temper can be frequent.

Brain of teenager predisposes them to be more impulsive – less control from frontal lobes smaller frontal cortex

Young teenagers may not have fully developed capacity to assess threat

Older teenagers stronger ability to assess threats

  • 16 yrs only 25% ( check the exact figure) of 16 year olds have formal thinking
  • 21- 25 years, full reasoning ability – the neurons connect up to the frontal lobes of the brain fully and full reasoning power can be accessed.
  • Adult stronger ability to assess threat than teenager
  • 27 years a pruning neuronal patterns

This is a synthesis of information from (Winston 2004) and ( Adey, Shayer and Yates)

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  • Adey,P and Shayer,M and Yates, C. Thinking Science( CASE), Nelson-Thornes
  • Beck,D.E. and Cowan, C.C. ( 2004), Spiral Dynamics, BlackwellPublishing
  • ( 1985), The Collins English Dictionary.
  • Dilts,R( 1994) Strategies of Genius, Meta Publications.
  • Elson, T ( 2003) NLP Practitioner ( course notes), NLP world
  • Goleman,D, Dali Lama ( 2004) Destructive Emotions And How We Can Overcome Them, , Bloomsbury Publishing.
  • Goleman,D (1999) Working With Emotional Intelligence, Bloomsbury Publishing.
  • Lawley and Tompkins ( 2000) Metaphors In Mind, The Developing Company Press
  • Martin,J ( 2002) Multiple Intelligences: A Trainers resources of 35 Activities, Gower Publishing.
  • Merlevede, P.E. (2003) Mastering mentoring and coaching with Emotional Intelligence, Crown House.
  • Pert,C(1999),Molecules of Emotion – Why You Feel The Way You Feel, Pocket Books.
  • Rice, K.E. (2004) An Introduction To Spiral Dynamics for NLP Master Practitioners, Rice,K.
  • Robbins, A (1992) Awaken The Giant Within, Simon & Schuster
  • Winston,R(2004), The Human Mind, Bantam Press.


Paul Ekman;(2003) Subtle & Micro Expression Training Tools.

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