The viability of graphology in psycho-educational assessment

Abstract

Handwriting as a unique expression of human behaviour has evoked continuous \ninterest as a means of analyzing and studying personality – a study known as \nGraphology. \nResearch in graphology has shown diverse results, ranging from negative to \nhighly favourable. Many of the studies disregarding the value of graphology can \nbe criticized on the grounds of their research methodology as well as the method \nused in handwriting analysis, namely the ‘trait-method’ whereby isolated \ngraphological features are simplistically linked to personality as opposed to a \nmore encompassing, holistic approach. \nIn the present study the special link between personality and graphology is \nillustrated as well as the decisive influence the gestalt and form standard of a \nwriting have on the interpretation of that particular writing. The approach to the \ngraphological analyses was holistic, as it complements the complex uniqueness \nof personality. \nThe study also focuses on the recommended methodology of handwriting \nanalysis, by offering a tailor-made personality ‘picture’ of the individual. \n \nGraphological findings were compared to the clinical findings of the same \nclient/patient according to the Diagnostic and Statistical Manual of Mental \nDiseases IV-TRTM (DSM-IV-TRTM). \nFive (5) case studies have been reported in this qualitative research study. The \nanalyses of the writings were done by an independent graphologist. The \nobjective graphological findings show similarities with clinical findings of the \nsame clients/patients. \nThe holistic approach to handwriting analysis deems to have diagnostic value \nand is promising in providing guidelines for psychotherapy. Graphology can thus \nbe regarded as a useful and viable tool in psycho-educational assessment.

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