2 INTRODUCTION: We often come across peo- ple who had not been an above average student in school life but have succeeded extraordinari- ly well in their practical lives. So, what could be there other than intelligence or high Intelligence Quotient (IQ) which has helped them to achieve better than their counterparts? The answer to this question is the Emotional Intelligence (EI) of a person. The irst attempt to deine EI was made by Salovey and Mayer (1990) who deined EI as “the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions.” Thus the central compo- nents of emotional intelligence are the ability to understand other’s emotions and the ability to regulate and harness one’s own emotions adap- tively; one would expect persons with higher emotional intelligence to be more socially adept and to display better social skills (Schutte et al. 2001). Social skills are the lubricants of social life that help individuals interact in mutually bal- ance ways (Malouff & Schutte, 1998). Further more, social skills tend to be reciprocal; persons who display good social skills tend to receive good treatment in return (Gouldner, 1960) and to be liked by others (Anderson, 1968). In his book Goleman (1996) has discussed about a massive survey of parents and teachers and shows a worldwide trend of present genera- tion to be more emotionally disturbed than the last: more lonely and depressed, more angry and unruly, more nervous and prone to worry, and more impulsive and aggressive. Cited in Wood- folk (2004), “emotional intelligence consists of four broad abilities: perceiving, integrating, understanding, and managing emotions (Mayer & Cobb, 2000).” If one can’t perceive what he/ she is feeling, how can one make good choices about jobs, relationships, time management, or even entertainment (Baron, 1998)? Individuals who can perceive and understand emotions in others (usually by reading nonverbal cues) and respond appropriately are more successful in working with people and often emerge as lead- ers (Wood & Wood, 1999). According to BarOn (2002), emotional intelligence (EI) is “an array of noncognitive capabilities, competencies, and skills that inluence one’s ability to succeed in the coping with environmental demands and pressures.” Emotional intelligence “addresses the emotional, personal, and social dimensions of intelligence” (p.1). He deines emotional intelligence as being involved with effectively understanding oneself and others, relating well to people, and adapting to and coping with the immediate surroundings to be more successful in dealing with environmental demands. BarOn posits that EI develops with time and that it can be improved through training, programming, and therapy. BarOn hypothesizes that those in- dividuals with higher than average Emotional Quotient (EQ), are in general more successful in meeting environmental demands and pres- sures. He points out that lack of success and the existence of emotional problems can be related to a deiciency in EI. Dificulty in coping with the environmental issues is mostly found among those individuals who lack in reality testing, problem solving, stress tolerance, and impulse control. In general, BarOn considers a person’s general intelligence to be inluenced by emo- tional intelligence and cognitive intelligence, which then offers an indication of one’s poten- tial to success in life. It also highly inluences interpersonal relations of individuals. An inter- personal relation is the unique and relatively stable behavioural pattern that exists or devel- ops between two or more people as a result of individual and extra-individual inluences. Fac- tors that inluence relationships include (a) ease or dificulty of communication; (b) feelings and affective interactions; (c) feelings of acceptance and rejection; (d) sharing of values, knowledge, and opinions; (e) the absence or presence of conlict; (f) mutual or directional identiication; and (g) the existence or absence of trust. The impact of healthy relationships cannot be ignored in one’s life as an individual’s func- tioning can be directly linked to his/her social support factors. Good relationships fulill basic needs for belonging and nurturance; the social support provided by relationship buffers the negative impact of life stressors (House, Rob- ins, Metzner, 1982; Oxman, Berkman, Kasl, Freeman & Barrett, 1992; Pilisuk & Parks 1986). Individuals who reported higher levels of maternal and paternal attachment, they reported lower levels of perceived stress and greater con- idence in their ability to attend to and regulate negative moods and they also relied less on the use of suppression to cope with their feelings (McCarthy, Moller, & Fouladi, 2001). Vorbach, and Foster (2003) suggested that emotional competence is composed of a set of skills, and talking about those skills independently pro- vides a more accurate portrayal and assessment of an individual. Control over one’s emotions is considered as important in maintaining posi- tive social interactions. Those who did better at recognizing others’ emotions were rated by their ABSTRACT: The aim of the study was to determine the relationship of emotional intelligence of adolescents with their interpersonal relation- ships. It was hypothesized that there would be positive correlation of interpersonal relationships and emotional intelligence scores of adoles- cents. Participants included 188 adolescents of secondary classes of different schools of Karachi, Pakistan. With the permission of the principals, adolescents were approached in group settings. After introduction to participants they were requested to sign the informed consent form, fol- lowed by the administration of demographic information form, Emotional Quotient Inventory Youth Version (BarOn & Parker, 2000) and Clini- cal Assessment of Interpersonal Relationships (Bracken, 2006). The tests were scored according to the standard procedures and Pearson product moment correlation was applied which indicated signiicant positive correlation between interpersonal relationships and emotional intelligence scores (r = .231, p<.01). Further relationship of emotional intelligence scores of adolescents with the interpersonal relationship variables of re- lationship with father, relationship with male peers and relationship with teachers were signiicantly positive; however relationship with mother and relationship with female peers were insigniicant. Thus the present research was done keeping in focus the opportunity to give workshops on emotional intelligence which can also improve the interpersonal relationships of adolescents, as both are positively related. INTERPERSONAL RELATIONSHIPS OF ADOLESCENTS AS A DETERMINANT OF EMOTIONAL INTELLIGENCE Farheen Nasir and Seema Munaf Institute of Clinical Psychology, University of Karachi, Karachi, PAKISTAN ΑΕΙΑ Ε...Ε. - αα δσ τ Εταεα  ατ Ε & αδ Τόμος 17 Τεύχος 3, Αυγ-Οκτ. 2010 A.P.P.A.C. ARCHIVES – Quarterly Journal published by the Association of Psychology & Psychiatry for Adults & Children, Vol. 17 No3, Aug-Oct 2010 Εδτ Δ/τ:Ι. εδ ΕΕ Chief Editor:J.Kouros APPAC President Ιδττ: ΕΕ Ααεα 18, 15125 αδεσ Αασ : +30 210 6842 663 Φα: +30 210- 6842 079 Email: appac_psy@yahoo.gr Website: www.appac.gr Δ.. ΕΕ Ε. εδ: Γ .τσ APPAC BOARD Honor. President: G.Lyketsos εδ: Ι.  Ατεδ: . δ Γ.Γαετα: . εεδα αα: Θ. ασ Ε.Γ. τα: τ.ττα, : Γ. Φ President: J. Kouros Vice President: T. Sidiropoulou G.Secretary: P. Beredimas Treasurer: Th. Harissi Sc. Editing Secr.: D. Kotta, Member: G. Freris τ τατ Ετ - Honorary Editing Committee (GR) . Αεαδ Α. Αστδ Ι. Βδ Δ. Γεδ . Δε Α. 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