Sloan responds to questions on Using SQ:
Period covered: Feb 2000 through Dec 2001
Any message I get that may be of general interest to visitors to the SQ web site is added to this section, along with my reply. This preserves the dialogue as a sort of FAQ (frequently asked questions).
Go to: questions from 1/1002 through 10/2004 or questions from 11/2004 on
Thu, 28 Oct 2004 04:11:58 -0700 (PDT)
"tayfun doðan" <email@example.com>
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Sloan replies:Noorie, EQ is a shorthand term for Emotional Intelligence. Check out my webpage http://SQ.4mg.com/r_iq_ei.htm - it has a subtitle "Social Quotient as related to IQ and Emotional Intelligence (EQ)." EQ or EI is composed of roughly one-half social skills (SQ) and one-half self-skills (like ambition, integrity, etc.) All parts of EQ have been difficult to measure reliably until the Social Quotient scale was developed and presented in this website. For the self-skills part of EQ, I am not aware of any proven, reliable way to measure them. But my http://SQ.4mg.com/w_ambition.htm page suggests an approach for ambition, and http://SQ.4mg.com/integrity.htm suggests that the SQ method could be used to measure other self-skills.
From: Diana Miller
Sun, 4 Nov 2001 15:31:2 -0400
I am writing a report for my developmental psychology class on emotional intelligence and career achievement, and came across your site while doing preliminary research. I have a question regarding your citation of the book "The Bell Curve." I have understood that the book is not accepted in most psychological circles, and that most of the findings were refuted by the APA, among others. I was wondering why you use a chart from this book with regard to emotional intelligence and career success, as from what I have heard everything in the book is suspect. It would be interesting to me to discover a concrete tie-in between "The Bell Curve" and the recent interest in emotional intelligence.
Diana, "The Bell Curve" book has certainly been controversial. But I think it is also useful because it presents a careful analysis of the research that has been done on intelligence - a candid summary that is not readily available elsewhere. Unfortunately the authors added their own opinions, many of which have been refuted by the APA and others. Professionals who are uncomfortable with the basic research presented in "The Bell Curve" tend to pounce on some of the authors' questionable opinions as a means discrediting the whole book. This kind of scientific double standard reminds me of the Catholic church's condemnation of Galileo for promoting the idea of the earth revolving around the sun. In my opinion, political correctness should play no more of a role in psychological research than it does in astronomy.
"The Bell Curve" chart that I use in http://SQ.4mg.com/r_iq_ei.htm seems to refute its authors' premise that basic intelligence is critical in career success. Other research summarized on that web page indicates that about 2/3 of success can be attributed to factors other than IQ. Those other factors have been labeled "emotional intelligence," popularized after "The Bell Curve" was published. So your suspicion that "The Bell Curve" led to work on emotional intelligence is correct. My own work on Social Quotient (measuring about half of emotional intelligence) was a direct reaction to "The Bell Curve," particularly the chart to which you referred.
Real progress in understanding career success and other areas of psychology can only come if researchers leave their prejudices behind - letting the facts, not political correctness, lead to their results. "The Bell Curve" controversy is a prime example of this breakdown in the scientific method. Unfortunately it is not the only example. Hopefully students like you will hold their social science professors to the same rigorous levels of scientific analysis you find in the "hard" sciences like chemistry.
Your interest in career success parallels mine. I would be glad to receive an e-mail copy of the report you are doing on emotional intelligence and career achievement. Feel free to ask me other questions that the Social Quotient site does not answer. And good luck in your studies!
Sloan responds further:
Diana, you are wrestling with the fundamentals of an area I believe will have important consequences in psychology and employment over the next quarter century. "The Bell Curve" kicked off the controversy, and Goleman's "Emotional Intelligence" continued interest in the field. Thank you for pointing out "The New Leninism" article to me. I am adding it to my Social Quotient site, because it outlines some of the area's important issues.
Basically, "Leninism" harks back to "The Bell Curve's" emphasis on the importance of traditional intelligence as a predictor of success. This is in opposition to the proponents of EI, who downplay the role of IQ (a more politically correct approach). My own analysis of the available research (summarized on http://SQ.4mg.com/r_iq_ei.htm) indicates that a combination of 1/3 IQ and 2/3 EI is the best predictor of financial success. And EI, I believe, is composed of half social skills, half self-skills (like ambition, integrity, etc.)
"Leninism" is correct in pointing out that any test based on self-evaluation is unreliable. The IQ test (and its modern day counterpart, college SAT's) is one of the few measures that avoids this flaw. My Social Quotient system (measuring about half of EI) is another, because SQ results are totally based on the opinions of others.
"The New Leninism" also points out that there may be many intelligences, a concept popularized by Howard Gardner of Harvard. Social intelligence is one of these. I have found that the SQ system can measure both social intelligence (the ability to understand the social dynamics in a group) as well as the ability to be likeable (the more valuable skill employers seek). There appears to be little correlation between the two skills, as I describe in http://SQ.4mg.com/k_gardner.htm That webpage has a link to some quotes from Gardner's 1999 book, quotes that clarify the divide between proponents of "The Bell Curve" and EI.
Your concern that our society will become less of a meritocracy because of EI tests does not match the reaction I have found in talking to high school students. Most are looking for ways to improve their skills to hold high paying jobs. Students realize their own basic IQ's cannot change, and are pleased to learn that IQ probably accounts for only 1/3 of success. Instead, students become motivated to work on the other 2/3 they can improve - like friendliness and punctuality - the EI type of skills that employers seek. And with systems like SQ surveys, students understand and accept the group feedback that motivates them to improve their social skills. I believe EI is not a fad, but a useful trend that that will grow as valid tests to measure it, like SQ, find wider acceptance.
Sun, 22 Jul 2001 18:21:2 -0400
Your website mentions the importance of social quotient but does not mention how one goes about improving it after a life-time of lousy social skills. Its not as if I have chosen to be a reject. Change is not easy. How does one go about it?
You raise an important concern that many teachers and others have expressed. There are lots of opinions, but not much actual research on programs to improve social skills. Until SQ or a similar measure is used to evaluate improvement programs, I would recommend you focus on the traits that have shown a correlation with high Social Quotient scores. Those traits are the ones in the site's quick Popularity Tests, and in more detail at http://SQ.4mg.com/traits_2437.htm Ask some friends to rate you on the top traits, because often we do not see ourselves as others really do. Then actively work on the traits you can improve - perhaps your number of smiles per day, or courtesy. Ask an observer to track your progress. Good Luck!
PS Congratulations on having taken the first important step of recognizing your need to improve! Sometimes it has taken the shock of learning how others really see us to make that first step, as at the bottom of http://SQ.4mg.com/ k_s_perceive.htm
Yafa, it was great to hear how SQ reports were helpful to your students in getting jobs! A link to your 2/25 comment is now in red on the first SQ web page! Disseminating the SQ story takes effort and I appreciate your assistance! One recent developments is my letter to the president of the University of California system (http://SQ.4mg.com/SQ-SAT.htm) suggesting SQ scores to replace the SAT-I scores he wants to drop from the UC admissions process.
Hello, Can I use this tool as part of my master's thesis? I am exploring "invisible skills" or "soft skills" and their role in the classroom. I am a Guidance Counselor who works with 9th through 11th graders. I would like to give this test to my 9th graders as part of their college/career exploration. Can you help me? I would so much appreciate any assistance. I firmly believe in the correlation of social skills and success. I plan many activities what foster communication and teamwork within my classroom. I look forward to hearing from you. Thank you in advance for your assistance. Sincerely, Mary Green
Mary, you certainly can use the SQ tool as part of your master's thesis! And I will be glad to help in any way that I can. The Social Quotient survey has been used in a lot in 9th grade Careers classes, with favorable results. It is designed for use by groups of 15-40 students who know each other reasonably well. A classroom period midway in the semester is ideal.
Have you seen the "Directions for Administering SQ Surveys" webpage? (http://SQ.4mg.com/sq_administer.htm) It outlines the basic steps, and I would be happy to answer your questions on it. As you are involved in college/ career exploration, you may also want to consider using my JOBS/ Ambition survey (http://SQ.4mg.com/w_ambition.htm). This supplements the SQ survey to measure separate, non-IQ aspects of success. I'm pleased that you "firmly believe in the correlation of social skills and success." Employers enthusiastically agree (see http://SQ.4mg.com/k_employers.htm), but colleges have been slower to utilize social skills measures in admissions.
Thanks for you interest, and let me know what next steps you might take!
Thank you so much for your assistance. I'm still in the planning stages and gathering information. I've printed everything out and will have to sort through it all. It should come in handy. I'm a little fuzzy on the tallying of scores but haven't gone over it thoroughly yet. I'll keep in touch. Thanks again, Mary
Mary, an individual's SQ score is calculated as an average of all the marks given to him/her by peers. For example, a student getting all C's (or all average marks worth 100) would get an SQ of 100. The value of A's, B's, D's, and E's ideally would be 167, 133, 67, and 33 respectively, but these values are adjusted by the computer so that the average SQ for a group comes out to 100.0. Hope this helps!
Dear SPSSI members:
My name is Kimberly Forbus and I am a graduate student at CSUS working on my thesis... and need to find an empathy measure. Does anyone have any suggestions on the different measures, their validity, and where I might obtain them? ...
Kimberly, a measure that involves empathy is Social Quotient, detailed at http://SQ.4mg.com/ This site has downloadable forms, which could be modified to measure empathy or other traits more directly. (You could change the basic question in Survey Form A to something like: "Whom do you feel would most understand you?") The importance and validity of this site's approach has been welcomed by leading psychologists like Harvard's Gardner.
Webpage http://SQ.4mg.com/r_iq_ei.htm summarizes much research in this area. You may be most interested in Goleman's reporting of empathy findings in his book: Working With Emotional Intelligence.
i happened on your website looking for social skills training for my
i am not impressed with your information on 'social quotient.' you even
isn't life a sort of popularity contest? don't people choose friends
i am afraid that your misinformation will lead to long-term feelings of
i am a 41-year old female and i have a history of depression. i am
i have searched the net trying to find some kind of social skills
Thank you for writing on your concerns, which many others share. Like you, I have not found much reliable data on social skills elsewhere. But the information on my SQ website is based on new, unbiased findings and has been welcomed by prominent psychology professors.
My suggestions for improving relationships come directly from survey findings, summarized at http://SQ.4mg.com/traits_2437.htm Smiling appears to be useful because it often reflects a person's inner happiness and an upbeat, positive attitude - two other traits that others welcome. But if one's smile is like that of some waitresses (put on only when facing a customer), others are not impressed. This traits page also shows that physical appearance is of much lower importance than many people think.
You are ahead of some others in that you recognize your need to work on social skills. Many students are unaware of this need; the SQ survey has led them to make useful changes, as with the girl scoring a low 75 at http://SQ.4mg.com/k_s_perceive.htm Let me recommend your further exploration in the SQ website, such as http://SQ.4mg.com/validity.htm which compares SQ results to how teachers and casual observers view students.
We are a small company providing services to our local government and business community. We are opening up a new branch of our company to service our own as well as our clients' needs for training. We are looking for training units that sell as a prepackaged product with teacher's manual, student materials, pre- and post tests, videos etc. Do you have a catalog, brochure, or materials that could help me in this endeavor?
Social Quotient Surveys does not offer training units. But we do provide an inexpensive tool that has been valuable as a pre- or post test for many types of training programs on people skills. Full details, including forms you can download, are at Internet site: http://SQ.4mg.com/ Let me recommend that you check out the comments of a trainer in a Fortune 300 company (by clicking in the SQ home page section on How to Participate in an SQ survey). I'd be happy to answer your further questions, such as how to customize the SQ survey for your own or a client's needs.
Students were quite impressed with their SQ results. Some agreed; some disagreed but it made an impression on all. When can you return to us? I'm trying to popularize this esp. since now I have experience using it. Will be in Albany 1/11 & 1/12 for a series of mtgs. with NYS officials & plan on bringing copies of SQ + results to show them. Will be in touch before.
Yafa, it was great to hear that the students I met with were impressed with the SQ results. Now they know how their peers really view them! I'm not sure when I'll be getting back to the East coast, but it seems that in you SQ has the best possible advocate in New York State for its use in School-to-Work situations. Again, I urge you to pass around a jobs/ interview success sheet each month in your classes. The sheets should provide the hard data on the effectiveness of SQ in obtaining jobs that NY grant officials seek. Readers of this website will also be interested in your data. Incidentally, how are your students continuing to react to my economics text (at http://econ.4mg.com)?
I tried to take the "male test" on your site. Perhaps it doesn't work with the AOL browser because the little "low, same or high" words were in red. Nothing seemed to happen when I click them. It moved a little, but didn't change color. Is it supposed to add up a number for you?
Roger, thanks for writing about a website difficulty that I might miss. Usually the AOL browser is MS Internet Explorer, which has blue as the default color for links. When you click on low, same, or high, the "link" takes you to the same page but should change color to red to identify your mark. No registering of your mark goes outside of your computer. I am a big believer in Internet privacy and don't want to have a website that could collect data on people's self-evaluations. That's the reason that the brief tests are not able to add up the totals you marked. If anyone has a suggestion on improving the test pages without compromising privacy, I would welcome hearing from them.
The male and female tests are based on real data, but suffer from the ability of the test taker to bias the results. Only a group SQ survey can give an unbiased evaluation of your social skills. For more on the usefulness of the popularity test you took, see http://SQ.4mg.com/j_post_test.htm
Hello, My name is Lillie Hoover and I'm a social skills trainer for my school district. I am researching the deficit of social skills in the work force and trying to establish a training session for Career and Technology Teachers on why social skills are important for our students to obtain employment. I am pondering the thought of what has happened to our social skills training and are we of the mindset that it should be taught at home? I'm convinced that the teachers I work with do not see a need for social skills training yet they wonder why they have trouble with discipline. Do you have suggestions (books, articles, etc...)? I appreciate your time.
I did have one more question. Did you develop this Social Quotient you speak of on your webpage? Lillie Hoover
Lillie, educators like you now can access some good data on the value of social skills in the work world. My webpage (http://SQ.4mg.com/employers.htm) shows that 83% of employers would give hiring preference for students scoring above average in social skills, and that 28% would even offer higher starting wages to very high scoring students (in SQ). In contrast, employers show much less interest in high academic grades.
My findings are supported in a recent bestseller "The Millionaire Mind," where Stanley reports on the traits that the wealthy say have contributed to their success. I have recently added his social skills findings to point 4 on my research findings webpage: (http://SQ.4mg.com/r_iq_ei.htm). On my links page (http://SQ.4mg.com/links.htm) you can click on a picture of Stanley's book to take you to Amazon.com's description and reviews of the book. One of Amazon's reviews is mine: "High school students should read it."
Yes I did develop the Social Quotient. My original 1996 paper on SQ, welcomed by top Ivy League psychology professors, is at (http://SQ.4mg.com/SQoriginal.htm). I would be happy to assist you or your teachers in adding to the 2500+ SQ surveys done to date. To my knowledge, SQ remains the only valid, unbiased way of measuring social skills.
Sloan's addition 11/16/00: Printing SQ forms off the Internet should now be easier because the key sides A and B have been changed from charts to ordinary text.
van, i was sucessful in downloading that form and i will be starting on the survey this thursday with 2 schools. shweta.
If i can do the test in french, i accept your offer. Regards Jean-Blaise Perrin
Jean-Blaise, the SQ survey forms should now be translatable into French and four other European languages. Please try the GO translate box on the home page and let me know if the French on the SQ forms is acceptable for your group. Thanks, Van
From: ErinH52098@aol.com | Date: Fri, 27 Oct 2000 14:25:50 EDT Subject: score gap info. To: firstname.lastname@example.org
Hello,I am an undergraduate student in need if any input in regard to the score gap between African American students and Anglo American students. If any one has any information, opinions, or input on the subject please e mail me at ErinH52098@AOL. Thanks
This is in response to the "Score Gap" message . It is being sent to the spssi list because I believe it is of general interest. Erin is probably asking about an IQ or SAT score gap. That is not my area of expertise, but I do know something about other traits that are as important to success as IQ.
In social skills, for example, the abbreviated webpage below describes in item 7 my findings that non-whites may have a slight advantage, which is quite different than with IQ/ SAT scores. The importance of IQ, social skills, and other traits in a person's success is covered as thoroughly as I've found anywhere in http://SQ.4mg.com/r_iq_ei.htm I would welcome any comments, suggestions, other related research findings, etc. - please send to email@example.com
My findings to date have agreed with Professor Ceci of Cornell's prediction: "I think it [SQ] could prove very useful in predicting school and work success that is statistically independent of any variance due to IQ." SQ research has also caused Harvard's Gardner to remark "I am quite interested in the fact that likeability does not correlate particularly with interpersonal intelligence. This adds something to the current conversation about intelligence and its relation to other virtues." Webpage http://SQ.4mg.com/k_gardner.htm gives a summary of the SQ system and how it fits in with Gardner's multiple intelligences.
COMPARISON of SQ to RECOMMENDATIONS
1. Both provide information on an individual's talent that is not apparent from other sources. Both offer insights into likely future success that are largely independent of intelligence measures.
2. As an SAT score helps put a school transcript in perspective, an SQ score brings perspective to a recommendation letter, extra-curricular accomplishments, or impressions from an interview:
7. Non-whites tend to score slightly higher in SQ than white students. This result is surprising because most of the 732 students surveyed were in classes that had a majority of white students. The result indicates that SQ might be helpful in promoting college admissions of minorities on a non affirmative action basis. Teachers find it hard to distinguish between academic and non-academic skills in evaluating students; their recommendations thus show some bias against minorities.
(NOTE: SQ surveys have now been done by over 2400 students and the findings in item 7 remain essentially the same.)
Shweta, the best way for you (or anyone else) to help in my research work is to get a group to participate in a Social Quotient survey. The experience will give you helpful experience with one of the most useful multiple intelligences AND directly help half of your group in getting better jobs. See http://SQ.4mg.com/sq_administer.htm and other pages of the SQ website. Thanks for your interest, and I hope to hear from you again.
From: "Shweta Sahal" <firstname.lastname@example.org> Sun, 15 Oct 2000 10:46:45 GMT
http://SQ.4mg.com/k_gardner.htm (Gardner's comments on SQ)
Group size: I recommend a minimum of 10. The forms allow a maximum of 44 (schools) or 50 (general).
Age: Designed for ages 13-18. Would work fine with adults and with ages 9-12. Younger than 9 would be at the discretion (and extra help) of a teacher.
Before you send a stamped envelope, you might try downloading the SQ forms off the Internet - starting at (http://SQ.4mg.com/sq_forms.htm). Some people have had difficulty doing this, but I haven't yet been able to figure out why. Your comments on copying success with my web pages would be helpful.
(For privacy reasons this 9/27 writer's name is withheld)" I have a 5 yr daughter that is in need of better social skills and I am unable to help her. Please e-mail me and make a suggestion. I have problems with social skills and I am unable to teach my daughter."
My research indicates that the following skills are strong in females rated highly for their social skills:
an upbeat, positive attitude
lots of smiles
a general happiness
courtesy shown to others
I enjoy the information you provide. I have a question, if a person has a high IQ, does that present a problem to better understand others? In other words, I find that people with high IQs have difficulty understanding other people's point of view and are unable to carry a conversation. What is your perspective on this?
Sandra, my research indicates that IQ has little to do with a person's ability to relate to others. (This may be one reason some "C" students end up earning more than classmates who got higher grades.) From my data, it appears that an above average IQ may help a person's sociability, but this stems from the SQ survey question - people don't want to be waited on by a dumb sales clerk. When the SQ survey question was "Whom would you like to spend a lunch break with" IQ had no connection with the results. For more on the various survey questions tried, see http://SQ.4mg.com/ru_social.htm
Thank you so much for keeping me informed about your research. I am currently implementing Multiple Intelligences learning centers in my classroom for my Masters degree project. I have always known that our Interpersonal Intelligence is important, but your research confirms how it can affect our professional life. Continue to keep me posted on new findings.
Sincerely, J.A. Bedlington
Thanks for your support. You might be interested in the comments of another graduate student(below). Both add to the dialogue in http://SQ.4mg.com/usingSQ.htm which you may want to check periodically.
Dear Van Sloan, Thank you for the multiple intelligence information. How did you get my email? I am a graduate student at Colorado State University, conducting a multiple intelligences study as well. A comment about a line in your email, if intelligence is fixed by age five, why bother teaching using all eight as many educators reccomend? I'm not sure Gardner (or many cognitive psychologists) would agree with this assumption. You might be interested in an article about how expert performance (a.k.a. intelligence) is acquired by K.A. Ericson and N. Charness, (1994) Expert Performance: Its structure and acquisition, in American Psychologist Volume 49, number 8 p. 725-747. This article empirically supports the idea that experts in a given field do not have an innate ability or potential for ability (as Gardner suggests) but have participated in focused training and practice for an extended period of time.
Also I highly reccomend Perry Klein's excellent critique of multiple intelligences theory (1997) Multiplying the problems of intelligence by eight: A critique of multiple intelligences in the Canadian Journal of Education volume 22, number 4 pages 377-394. Klein reviews the psychological evidence supporting multiple intelligences theory and concludes that there is little scientific support for Gardners work.
Despite these reading reccomendations which do not support Gardner's theory, I am in support of using the theory in education. In fact I am testing whether a lesson designed using multiple intelligence theory is more effective than a traditional lesson.
Thanks for the MI update, Zoe Shark
Zoe, your name appeared in the MIDAS guestbook. I'm happy that it has led to your recent, informative e-mail. The idea of basic intelligence being fixed by age five is not original, but stems from much research, as summarized in "The Bell Curve." Perhaps some confusion comes from equating raw intelligence with well-honed, useful skills. Education is needed to develop useful skills, and Gardner's MI is helpful in identifying alternate modes of learning that can facilitate effective education. I would agree with the analyses of Charness and Klein, but feel like you that Gardner has provided some valuable insights. Perhaps if MI were relabeled "Multiple Skills" or "Multiple Abilities" everyone could agree. One example: on the difference between Interpersonal Intelligence and the more valuable Social Skills, let me refer you to my http://SQ.4mg.com/k_gardner.htm Do keep me informed of your research findings.
I fully agree....anyone who has been in the working world knows this for a fact. However, other from likeable quotient, probably you have to consider that success for a large number of movers and shakers also depend on an element of deviousness in their personalities...i.e. elements held by politicians, leaders and visionaries that allow for a lot of "sucking-up" to their superiors or the ability to be opportunistic and ruthless to the fact. The elements of compassion then becomes questionable.....adding to another twist of what is "good, true and beautiful" as Howard Gardner propounded in his "The Disciplined Mind." However, this is not to denigrate whatever findings you have obtained because, from my point of view, as educators we need to teach what is good, true and beautiful", hence enlightening students to the obvious "Survival Fitness value" of the SQ...the rest have to come from the students to manipulate events to their advantage.
Thank you for sharing this SQ research with me....I have forwarded it to my Principal. I do teach something to the effect of."Students, it cost you nothing to be nice, you can only win" in my prelude to the start of many lessons. I would like to take it a step further after reading your research to actively engage the students in thinking about the benefits of SQ in the long term.
Regards, Eng Chan
Eng, I agree with your points, but prefer describing for students the political aspects of success in a less prejudicial way. I describe this success trait as Ambition, in http://SQ.4mg.com/r_iq_ei.htm
It's instructive that the (US) National Council on Economic Education recently added a new curriculum standard (#17) on the role of politics in the distribution of goods. I had anticipated this (and the need for a measure like SQ) in my high school economics text. See http://econ.4mg.com/politics.htm for a very relevant page from my "tell it like it is" text.
Van Sloan, thanks for your second enlightenment about the trait of AMBITION. Well, I do have some but I feel very strongly about the ethics of what I do. In the country where I first came from, Malaysia and a number of Asian culture, profit often comes before all else...even in the field of education. And also, of course, ambition often overrides everything else whether the person has the ability to do the job he/she craves for so badly. Hence, I see the incompetence of a lot of institutions where the ambition of the person-in-charge takes over rather than the talent or competence for the job.
By the way, I feel very passionately about the job I am doing and I have been in this job for 25 years to date.......Well, if you are interested, I could send you a file of my inservice that I intend to set up and get a comment from you. However, you are not obliged to do so....I am merely practicing networking....as espoused in your rule 4....on the new curriculum standard (#17)??
Regards, Eng Chan
Sloan replies again:
Eng, I would be happy to see your inservice file. Computers do facilitate the exchange of ideas (like my copying of NCEE standards in http://econ.4mg.com/NCEE.htm) and they do help networking. Perhaps you'll get some new contacts as a result of others reading our correspondence in http://SQ.4mg.com/usingSQ.htm
I would like to participate in your survey to learn how to improve my interpersonal skills.I am not a student. Can I do the survey with family/friends/coworkers?
If so, this would be great. I truly need to work on this and I have finally realized my lack of emotional intelligence is stunted my career growth. I have been bounced around in numerous jobs not for lack of ability but it is this lack of social quotient, emotional intelligence and credability issue.
Please let me know how you can help.
Paula, anyone can participate in an SQ survey. For the most useful results, I would recommend a co-worker group over family or friends. In any case, get someone else to act as an impartial supervisor (someone whom group members would not object to seeing their marks of others).
The survey results returned to the supervisor will show each group member's SQ score plus the average score that the female vs male members gave them. It will not show which traits you need to improve, however. That can best be determined by a careful analysis or your answers on the popularity test (http://SQ.4mg.com/j_female). The test questions are listed in the order of traits on which others, who got high SQ scores, most often rated themselves highly (from side B of the SQ survey form). Any test item in which you're not above average (get the opinions of your friends) is one you should work on.
From: "Jean-Blaise Perrin" <email@example.com>
Date: Fri, 1 Sep 2000 11:20:50 +0200
Where can i do a Social test (in french) ???
Did you notice the GO translate box on the site's first page? Clicking on it, you can get all the site's pages (including the short popularity tests) in French or four other European languages. To do the full SQ survey, in ANY language, you need to get a supervisor to administer the survey to a group your are in. Ask that supervisor to e-mail me about getting non-English versions of the full SQ survey.
Avez-vous noté le GO pour traduire le cadre à la première page du site? Cliquetant là-dessus, vous pouvez obtenir les pages de tout le site (essais courts y compris de popularité) dans langues françaises ou quatre autres européennes. Pour faire la pleine étude SQ en N'IMPORTE QUEL langage, vous devez obliger un superviseur à gérer l'étude à un groupe votre êtes dedans. Demandez-à ce superviseur au E-mail moi sur obtenir des versions de non-English de la pleine étude SQ.
From: Mcenteecom@aol.com To: VanSloan@sq.4mg.com Subject: SQ Form Date: Sat, 26 Aug 2000 16:03:15 EDT
I teach Fundamentals of Oral Communication at San Francisco State. This is a required class and my classes tend to me mostly first year students. I think they would get real value out of taking the SQ test for all the reasons you cite. I am unable to print out the questionnaire (my computer crashes). Can you tell me how I can get copies to administer in the Fall Semester? I teach four sections with about 30 students in each section. Also, what would are the total costs for about 120 students to participate. (Unfortunately, this may be my determining factor as to my ability to use the questionnaire.) Many Thanks, Barbara McEntee
Barbara, I'm happy to support your efforts and will mail you a copy of the forms you'll need. Your only out-of pocket costs for all 120 students should be for mailing: a $5 check to me for returning the individual SQ printouts, plus your own cost to mail me the marked survey sheets. See full details on the web page: Directions for Administering SQ Surveys, at http://SQ.4mg.com/sq_administer.htm
PS. Does your computer crash when it tries to print other pictures off the Internet?
I am mentoring a young woman (38) to assist her in finding a job (I'm a volunteer). She is very bright, has a good resume (good college, work in computer industry, etc.), does a good interview, but lacks social skills, i.e., she cannot manage a "networking" party. She may need some basic self-esteem work, but right now, she needs what I would call a social skills coach. I would like to find a professional for her -- We are located west of Philadelphia, in the Bryn Mawr area. Do you have any suggestions on how to find such a person? I'll appreciate any suggestions you might have. Judy Levinson Sloan replies: Dear Judy,
Thanks for your interest in my website on social skills and self-esteem.Normally, I do not offer individual references such as you seek, believing that localized inquiries give the best results. However, I was raised in the Bryn Mawr area and will send a copy of this e-mail to my sister who still lives nearby and who has numerous contacts through the area's Junior League, etc. In the meantime, let me suggest that you review with the woman you're mentoring the traits that people actually seek in others, in my http://SQ.4mg/com/traits_vallejo.htm
I love your idea of a social quotient but it hits some pitfalls when trying to assess Conduct Disordered or... The integrity factor of these kids is not too high... Some would score others "high" thinking, "Wouldn't it be cool if he worked at that store. I'll bet we could score some really cool stuff!" Another problem is that kids are often in classrooms consisting of six or seven children and three adults, not enough feedback from well adjusted peers to yield a solid profile. Another problem is that it does not delineate specific problems behaviors that could be addressed. ie. Accepting "No" for an answer etc.. My thoughts were that it be really cool to have an interactive cartoon strip. The student could choose between various behaviors and his/her choices could be scored to yield a social quotient. I realize that this too has its pitfalls. A child with knowledge of socially accepted behaviors could enter proper choices, and the profile would have not be congruent with the child's social behavior. Any ideas?? Mike Sloan replies
Hi Mike -
You raise a lot of interesting issues on using the SQ survey in special needs classes. SQ does work best in normal, mixed groups of 10-50 individuals, but all groups can benefit from SQ surveys.
My experience shows that students are much more perceptive about the true worth of their peers than their teachers expect them to be. A really "cool" individual has a lot to offer society, when his charisma can be put to a positive use. SQ (like IQ) measures underlying traits, not how they are used (as IQ for calculating betting odds).
Students tend to mark down severely those peers exhibiting unsocial behavior or attitudes. Their standards may vary from those of adults, but usually not that much. One of the main benefits of the SQ survey is that kids with anti-social tendencies will get a strong message from lots of their peers -- a message they can't ignore (as they tend to do with advice from adults). If you have students create the cartoon situations you suggest, I believe they would have much more impact than adult created cartoons (as with anti-smoking commercials).
In your e-mail, you do point out one of the distinguishing characteristics of Social Quotient. Knowledge of appropriate behavior (or social intelligence) is quite different from effective execution of that behavior (likability or SQ). Except in some professions like teaching, social intelligence is much less beneficial than the ability to execute good social skills.
For example, when marking for the SQ of their students, teachers who get closest to the class averages on individual students usually are those most respected by their fellow teachers. These master teachers seem to understand best the social dynamics in their classes. I'll bet that your three teachers per class marking students for SQ would come fairly close (as a group) to the student marks. While one teacher's mark for a student should never be revealed, showing a composite adult evaluation could help a student, particularly if the adult average is close to the rating that student got from his peers. If it is different, it points to a need for a re-evaluation of that student's talents by the teachers.
Hopefully these thoughts help. Let's keep in touch!
Name:Amy Email: Hartbreakr22@aol.com
Where are you from: Texas
Comments: I agree with you studies and feel that you should go further in depth with the explanations of social success on your web site. Do you really know how others view you? I am viewed as a people person, kind and generous. Want to know your social skills rating? Yes Would a teacher/ supervisor conduct a group survey? No August 4, 2000 07:37:12 (GMT Time)
Amy, thanks for your interest in my work. My webpage (http://SQ.4mg.com/r_iq_ei.htm) summarizes what is known about the relationship between social skills and a person's overall success. Can you describe what other explanations would you like to see in my site?
Incidentally, SELF magazine (available at most supermarket checkout counters) will have an article on my Social Quotient approach on page 105 of their September issue (on stands about Aug. 20). It may match some of your interests. I would welcome comments on the article, from any source.
I serve a school district as a behavior intervention, counselor, providing therapy for individuals with various disabilities and have been searching for a pre and post interactive assessment to show growth. Can you help?
Mike, the SQ survey in the website can serve as a pre and post test for an individual's sociability. It might even measure changes in other disabilities, by altering the basic survey question (normally desirability a sales clerk). I recommend you ask the classroom teacher of one of your subjects to do a class SQ survey, not identifying the individual mainly being tested. After therapy period, do a post test with the same class, keeping in mind that SQ scores on average change +/- 7 points when retested. Please keep me informed of your progress. I stand ready to help and am quite interested in your findings.
From : a Fortune 300 company trainer
To: "'Van Sloan'"
Subject: RE: Social Quotient
Date: Tue, 18 Jul 2000 04:41:33
Van - Adding my comments would be fine but [the training supervisor] would be more comfortable if you didn't add the company's name. Perhaps instead you could simply add that I have twelve years experience as a trainer... It would be interesting to see how your information would fit into a 'Dealing with Difficult People' information packet, there is no actual test, that I've ever heard of that could easily inform a class as to what kind of person they are, or what kind of person they may be dealing with.
I thought I would see if I could use some of the other data to at least impart to the classes how important being aware of how they are viewed, would aid them in keeping in mind that how they are thought of does in fact affect how others listen and respond to what they are saying or doing... again I do appreciate your taking the time to alter some of your information for us.
Lyuba, showing a happy attitude with others may be the best first step. Let me suggest that you check out http://SQ.4mg.com/sq_after.htm and also the blue links on that page. What was the reaction when you mentioned the SQ website to your supervisor/ teacher?
Where are you from: london
Comments: This is the most spot-on perspective on success/social skills I've come across. I graduated last year from a leading UK uni and have since been working for various brokers on the london stock exchange. Everyone there is extremely intelligent. In this respect I'm fairly confident. However in terms of social skills I always let myself down. I can sit in the office for ten hours a day a say almost nothing except the occassional, casual comment. After a few weeks of this, people usually write me o
Do you really know how others view you? I think so but only by interpreting their behaviour towards me-which is obviously subjective Want to know your social skills rating? yes please Would a teacher/ supervisor conduct a group survey? It would probably be more awkward in a group
July 1, 2000 11:53:58 (GMT Time)
Thanks for your thoughts. (I'm just sorry that the message program can't expand to include some writers' full comments.) Your experience on the job points out a need for colleges and work training programs to put more emphasis on testing and practicing social skills - if they really want to foster success. I'm not sure why you think a SQ survey would be awkward in a work group, because the process is confidential. I have observed over 2400 self-conscious high school students do the SQ survey, and the process works well. Perhaps you could mention the SQ web site to your supervisor - and find that you had done a favor for all you peers.
>Subject: Social Skills
>Date: Thu, 29 Jun 2000 20:37:57 EDT
>My daughter is 13 and has no friends. She definitely lacks social skills Her brother and two other sisters have no problems making and keeping friends. I would like to enroll her in a social skills camp, or find a place where I can get her the help that she needs to be able to fit in at school and to make friends. She is a very good person, just lacking in social skills, and suffering for it. Can you make any suggestions? Thank you
Unfortunately, I'm not familiar with programs in specific summer camps. My experience as a camp counselor for five summers (a long time ago), makes me suggest that the individual counselor is more important than the specific camp chosen. I would rely on recommendations of friends in your area. Campfire Girls and YWCA can as good as more expensive options.
Whatever you choose, you could ask your daughter's camp counselor to administer the SQ survey to her group. Your daughter may be pleasantly surprised. We find that quiet, nice girls score better than they had expected, while over-confident, self-centered individuals get lower than expected marks from their peers. Your daughter could get a similar boost by having her school teacher next fall do the confidential SQ survey in the classroom.
Dear van Sloan
This is a biased test. I work for a mental health agency, and am doing a social skills group/class. In viewing the S. Q. tests, I have noticed that more phrases are added to the males, tests. Why? Does that in itself give them an advantage over the females. I believe it does. Why is it you do not identify yourself as a male or female, well I guess then you would be considered sympathetic to the males, or not to the females. You mention honesty, yet you choose to leave out your gender.
This test has to end up giving higher scores to the males, or should they be lower, then there is the excuse that, they had more questions, either way it is biased. Example, my grade point average-females my grade point average( in high school) Why the, should I call it a hint-don't the males understand it's high school- or is it the females you want to question themselves with, what does this mean? Yes, i realize, these are tests given to high School students, so why the need to explain to the males, advantage? End of my comments.
P.S. Unlike you I will identify that I am a female. Remember, HONESTY , that word you don't seem to apply to yourself.
Sloan (a male) replies:
Thanks for your refreshing e-mail. It presented a point of view that hadn't occurred to me and has led to some changes. You might want to revisit the female and male popularity tests to see the additions that your e-mail inspired. Here are responses to your main points:
1. Males do have more phrases (but only in the popularity test), because 2400+ SQ surveys of high school students showed that all those phrases were characteristic of the boys who got high SQ scores. On the other hand, results from girls showed that some of those phrases (like athletic ability or sense of humor) were not strongly linked with the females who got high SQ scores. A phrase analysis of 1289 surveys is at http://SQ.4mg.com/Vallejo_traits.htm
2. Contrary to your thoughts, females show a significant advantage over males in social skills, and in SQ. See the research findings at http://SQ.4mg.com/r_iq_ei.htm
3. When my parents nicknamed me "Van" (a male name), it led many people to think that vanSloan was my last name. For a picture of me, see http://SQ.4mg.com/vansloan.htm
4. My oversight in leaving out "in high school" for male GPA has been corrected.
The SQ site's popularity test is meant only as a quick check on one's social skills. Like most psychological tests, its outcome can easily be swayed by the test taker. The results of the SQ survey, on the other hand, are based only on what many others think of an individual - and thus cannot really be biased. Your social skills group/class would be an ideal setting for individuals to get accurate (and confidential) feedback on how others really see them. You might want to check out the full SQ survey form (sides A and B) under http://SQ.4mg.com/sq_forms.htm
Thanks for taking the time to write. I'd enjoy hearing from you again.
Name: Danielle (June 6, 2000)
Where areyou from: CA
Comments: I don't think I have good social skills. I spend a great part of every day worrying about how to make others like me and how to act "cool"
Do you really know how others view you? no . . .
Want to know your social skills rating? yes
Would a teacher/ supervisor conduct a group survey? probably not
It's unfortunate that it's hard for you to get some leader to conduct an SQ survey. You might very well be pleasantly surprised as to how others view you. Females on average score higher than males, because they often have more empathy. And quiet, non-flashy girls tend to get higher social skills scores than they or their teachers expect.
The popularity test you probably took on my website is based on actual traits of high school students who are well regarded socially by their peers. Let me suggest that you check out one of its main sources: 25 high school classes in Vallejo CA: http://SQ.4mg.com/traits_Vallejo.htm
On that page you'll see that some "cool" traits like "Tend to go along with the crowd" or "Physical attractiveness" were actually NEGATIVE factors in social acceptance (a surprise to me and many others). Good social skills seem to be mainly linked with an upbeat attitude, your happiness, smiling, and courtesy. Fortunately, these are traits we all can improve - and they're much more important than acting "cool," in the opinion of a majority of students and employers. They may even be of top importance to the "in" crowd.
Hopefully this information is of help to you. Let me suggest you share it with a teacher, work supervisor, or friends. I'd welcome hearing again from you or from those around you. Good luck!
Your comments reflect the workplace reality that job promotions often go to those with more than just technical skills and dedication. Hopefully students and educators will learn from comments like yours -- that time spent working on one's social skills can pay big dividends. Thanks for your insight and for taking the time to write.
PS Might you get a supervisor to conduct an SQ survey?
May 25, 2000 e-mail 1423 PDT
Thanks for your check for a copy of my Economics text. [from website http://econ.4mg.com] I will be sending the book via Express Mail tomorrow, and you should have it in a few days.
As Coordinator of a School-to-Work program, you might also be interested in another Internet site of mine, created specifically with students like yours in mind: http://SQ.4mg.com
The site features a way to measure teen social skills, and includes the favorable reactions of 31 employers hiring many minority teens in Vallejo CA. I am giving a presentation on the system at a Self-Esteem conference in San Francisco June 22-25: "Preparing Youth for the 21st Century."
Do let me know (via e-mail) if this very low cost system might be of value in your program. Thanks.
A.V. "Van" Sloan
I enjoyed your social quotient program & plan on using it with my students tomorrow. I'd love to hear more about your ideas; I think they would serve my student population very well.
Rec'd. it [your Economics text] & reviewed it over the weekend. Found it very entertaining & informative & I plan to use it in both my high school & college economics classes.
Date: Mon, 1 May 2000 14:39:31 +0000
Do you have any validity data for the SQ (e.g, showing SQ predicts income, occupational prestige, etc., independent of IQ and social class)? Or even any raw predictive validity data (without controls)?
I mucked around on the website a bit and could not find any.
Lee Jussim Professor of Psychology Social Psychology Area Coordinator Associate Editor, PSPB Department of Psychology Rutgers University 53 Ave. E Piscataway, NJ 08854-8040 Phone: 732-445-2070 Fax: 732-445-0036 Email: firstname.lastname@example.org Web Page http://www.rci.rutgers.edu/~jussim/
Lee, thanks for your interest in SQ. The validity data collected so far compares SQ's of high school students to teacher recommendations, the current alternative to SQ scores. And confidential SQ teacher input is more honest and closer to a normal distribution of marks than is the typical recommendation letter. See these web pages:
http://SQ.4mg.com/validity.htm (see the suggested links in 2e)
The second suggested page directly addresses your income question. It shows that 1/4 of employers say they would pay higher starting wages to high SQ applicants. For comparative data on IQ and other factors in employment, see web page: http://SQ.4mg.com/traits.htm
These short term effects of SQ do not answer the long term validity questions that you and many of us would like to have. But those answers are hard to get, even for other, more studied traits. For IQ, the only big pool of related data is SAT's, and these have only been reliably correlated to first year college grades. The closest long term IQ/ success correlation that I've found is at the top of page: http://SQ.4mg.com/r_iq_ei.htm
Even if there were a long term study of the effects of SQ, its results would be in doubt. Unlike IQ, all indications are that SQ (a person's likeability) can change over time. This is the positive message SQ brings. With effort, ALL individuals can improve their social skills and consequent chances for real success in life.
I apologize for your feeling you "mucked around" in the SQ site. It has been a challenge creating one site that meets the interests of visitors ranging from ordinary teenagers to PhD's. Let me suggest the Outline of Site page (accessed from the bottom left of the home page) to speed you to the information you seek.
Your input on the Social Quotient project is helpful. Can you suggest (and perhaps take a lead in) studies of SQ and other traits in adult employment situations? As your questions imply, there is a great need for solid information about which factors really lead to success. Companies now pay a lot of money for "success" programs in Adversity Quotient, Happiness and others. But many of these seem to me to be more hype than solid science. Social Quotient may not the big answer, but it does offer a potentially useful measuring tool. I look forward to your further thoughts.
Email:email@example.com April 21, 2000 03:22:39 (GMT Time)
Where are you from: California
Comments: Good concept, would like to see more information etc., Longitudinal studies in progress etc.,?
Sloan replies: Thanks for you support of the SQ concept. Most of the project information is included in the 50+ page web site. Check the Outline of Site for the pages on SQ validity, reliability, employer reaction data, etc. No SQ longitudinal studies are in progress, but this should not be an impediment, any more than the lack of such research for SAT tests (beyond predicting college freshman grades). Might you be interested in SQ longitudinal studies with your Bakersfield group counseling practice, you School-to-Career counseling, or your other work with the California community college system?
Dennis, I would very much like to support the efforts of you and your colleagues. Others working on a doctorate also look to this web site for research ideas. See the 4/7 dialogue with S. Pinto. In multiple intelligences, note Gardner's interest in the value of Social Quotient compared to his interpersonal intelligence in: http://SQ.4mg.com/k_gardner.htm
Besides the Social Quotient survey, there are a number of pages in the SQ web site relevant to your efforts with career preparation:
Traits employers seek: http://SQ.4mg.com/traits.htm
Factors in success: http://SQ.4mg.com/r_iq_ei.htm
Ambition/ JOBS survey: http://SQ.4mg.com/w_ambition.htm
You are free to copy and use any of the forms in the web site. Do let me know of your progress and how I might help.
Name: astrid wiratna
Where are you from: Indonesia
Comments: I believe it, my experiences has told me about that. I've seen a lot of people in my community get their success from interpersonal relationships. In my country I believe that Social Skills is the biggest contributor for somebody's success in life.
Do you really know how others view you? Yes
Want to know your social skills rating? Yes
Would a teacher/ supervisor conduct a group survey? Yes
April 14, 2000 08:51:21 (GMT Time)
Astrid, thanks for your observations about social skills and success in Indonesia. SQ may be of even larger importance (compared to data from the USA) in countries where a relationship with political power holders is often associated with success.
You wrote that you want to know your social skills rating and that a teacher/supervisor would conduct a survey. I recommend that you tell several possible survey leaders about the web site you found: http://SQ.4mg.com Get them to read the site's news article "Are you social?" (It seems to answer most questions about the SQ process.) All the forms and survey directions are in the site (check the Home Page or Outline). I'll be happy to answer further questions, and would welcome hearing from you again. Perhaps you will soon be participating in the first SQ survey in Indonesia!
>>From: MGenua@aol.com >>Date: Wed, 12 Apr 2000 20:17:30 EDT >>Subject: Re: Gardner's intelligences - new findings >>To: firstname.lastname@example.org
>>Hi, Thanks for the survey. I would be interested in finding out what the results are, that is, if anyone is keeping any records of responses. Ivana Genua
Hi Ivana -
Depending on what you mean by responses, there are different answers:
A. No, for what people mark on the Internet male/ female popularity test. The SQ home page promises "full privacy" for that test, unlike many other internet tests where you don't know how your responses might be used. The red color changes you see during the popularity test all stay within your computer; your marks don't go to an outside computer or server (part of the designed-in privacy).
B. Yes, you can find out how other people have scored on the test. Look at http://SQ.4mg.com/traits_vallejo.htm/ It shows the personality traits that correspond most closely with high SQ (or popularity) in 25 classes at one high school. The Internet male and female popularity test is based on this sheet plus results from other schools. Let me suggest that you review page http://SQ.4mg.com/j_post_test.htm/ It points out the weakness with most psychological tests in that responders often slants answers.
C. E-mail with responses of general interest (like yours) are added to a new section "using SQ" along with a comment from me. This section also includes general interest comments that site visitors have made on page http://SQ.4mg.com/fsguest.html/ For a full record of comments that site visitors have made, add a comment at the fsguest page, then click on the button to see the full guestbook.
Thanks for you interest.
From: "Sebastian Pinto" <email@example.com>
Date: Fri, 7 Apr 2000 14:53:55 +0530
Subject: Re: Your comments in the SQ web site
Thanks very much for your message. I would like to use your SQ test for adolescents in the classroom for purposes of research for my Ph.D.degree at the Goa University, India. Could request you to grant me permission to use your tests for my work? I have downloaded a few of your 50 pages from your website and hope to go through all of them by the week-end. Shall keep in touch. Thanks once again, Sebastian
SLOAN REPLIES: I stand ready to help (as best I can from a distance) as you go through the SQ process with your students. On permission, you and anyone else in the world has my permission to use the SQ forms. All I ask is that in written materials on your findings that you acknowledge "Social Quotient" and "SQ" as protected trademarks and that you mention the http://SQ.4mg.com website so that others have a reference. You will find that the two-sided SQ survey forms cannot be manually scored; they need to be mailed to me for computer processing. In place of the $5 for USA shipping and handling, please include a stamped, addressed return (to India) Express Mail envelope when you send your students' forms. Hopefully the directions in http://SQ.4mg.com/sq_administer.htm are clear. Don't hesitate to contact me with any questions. One small matter: students seem to be more relaxed in the process when the teacher refers to the SQ survey, not the SQ test. Good luck!
Date: Thu, 6 Apr 2000 20:34:16 EDT
Subject: Re: Gardner's intelligences - new findings
Thank you for this update on Gardner. i am very interested in that I am doing research for the public school district I teach in. We are exploring ways to better structure learning opportunities for ALL learners. We especially want to address the students who for a variety of reasons are not being successful. The thought is that if we can better understand the types of learners that those students are then we can better teach them and increase their chances for success, eventually lowering drop out rates.
Any new information is welcome. I appreciate the lead.
SLOAN REPLIES(Both the above e-mail and this response will go into the SQ site)
Let me suggest that your efforts focus on the goals (increased chances for success, lower drop out rates) rather than on the methods of instruction. An auditory instead of a visual approach won't help for standardized tests and is not likely to raise learning rates very much for lower IQ students (probably the majority of your "not successful" learners).
Instead, use the research in http://SQ.4mg.com/r_iq_ei.htm which shows that financial success is 2/3 dependent on non-academic skills. For academics, most teen employers are only concerned with acceptable verbal skills, plus some minimal math ability. Employers are much more interested in a student's ability to get along with others and with self-skills like punctuality, honesty, and self-motivation. See http://SQ.4mg.com/traits.htm/ Students of any IQ level have an equal chance to shine in these non-academic areas. Give your slow learners this opportunity!
You might structure a success/ minimal dropout program for them by concentrating on life skills like preparing for a job, and by giving useful, motivating documents as the students progress. Many of your "not successful" students just might surprise everyone (including themselves) with their hidden, job-success talents:
1. Have the students read and discuss http://SQ.4mg.com/fsguest.html
2. Focus on school attendance/ tardies, with a policy of awarding good attendance certificates that students could take to job interviews.
3. Focus on social skills development, starting with doing Social Quotient surveys to identify hidden gems and also students that need to work on their skills. Employers are very interested in seeing SQ printouts; 1/4 say they will even pay a higher starting salary to a teen getting a high SQ score. Talk about a motivator for learning in school!
4. Concentrate instruction towards minimal competency tests (verbal and math), giving certificates students could take on job interviews. Focus less on the algebra, history, Spanish, and other non-critical courses.
My web site http://SQ.4mg.com contains over 50 pages of supporting detail relevant to the above points, including lots of research documentation. Encourage your teachers and students to become familiar with it. I welcome all comments and have established a policy of responding publicly to communications of general interest, like yours.
Date: Sun, 9 Apr 2000 17:21:11 EDT
Subject: Thanks for more info
Just a quick note now to say thanks again for more info. I will get back to you after I have had time to go to the web site you suggest. Your initial info is interesting. Some of what you suggest we do but you have brought up some good food for thought. I am a special education teacher in a CT high school. However, my research is not just for the special ed population. I am working with the social worker and school psychologist to research approaches for all students. The info you have suggested is right on target with our interests. I will be back in touch. Thanks again.
April 6, 2000 01:07:48 (GMT Time)
April 5, 2000 10:05:42 (GMT Time)
expate from Michigan living in Guayaquil, Ecuador
as an educator, I have seen that there are those kids that are "successful" and able to win a teacher's heart due to palavering or helpful and thoughtful behaviors, even if they don't get all the A's. Your questions are a bit simplistic, but they could be validated by documenting with another observing or self-reflection and notation over a period of time.
SLOAN REPLIES: Your "successful" students likely went on to please their employers too. On SQ validity, your suggestions are worthwhile, and I think have been largely followed. See the site's section on validity, starting with http://SQ.4mg.com/validity.htm/ Section 2e on that page describes the correlations of teachers and other observers' marks (like mine) to student SQ marks. Click on the links suggested in 2e for more details. Section 2f deals with variations in the question asked. Your idea on self-evaluation is also useful: check out the student comment pages, especially http://SQ.4mg.com/k_s_perceive.htm/ The last comment starting "Reflection SQ" is from a classroom excercise and shows a student's realization of her need to make some behavior changes.
> From:BABOOSHKI83@aol.com > Date: Sun, 20 Feb 2000 00:51:01 EST > Subject: (no subject) > To: VanSloan@sq.4mg.com > > I WOULD LOVE TO TAKE THIS TEST. I GUESS THAT I CANNOT TAKE THE TEST ALONE, > SO MAYBE YOU CAN E-MAIL MY HIGH SCHOOL, AND ASK THEM IF THEY CAN PRODUCE A > GROUP OF STUDENTS WHO WOULD BE INTERESTED IN PARTICIPATING. MY NAME IS BOBBY > HARRIS, AND MY SCHOOL IS AS FOLLOWS: > > CAREER MAGNET @ KENSINGTON > 319 SUFFOLK STREET > BUFFALO, NEW YORK. 14215 > > > PS I WOULD GREATLY APPRECIATE YOUR HELP IN THIS. > > SINCERELY YOURS, > BOBBY HARRIS Hi Bobby: Thanks for your interest in the Social Quotient survey. I suggest that you (perhaps with some friends) show this e-mail to a few of your favorite teachers. You might also make them a copy of the "Are you social?" news article. Tell your teachers that all the information and forms for doing the survey are on the web site: wwww.SQ.4mg.com/ Let me know what your friends and teachers think. I'll be happy to answer their questions via e-mail. Good luck! Van Sloan, inventor of Social Quotient "the first unbiased measure of social skills" www.SQ.4mg.com or firstname.lastname@example.org
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