The viability of graphology in psycho-educational assessment

Abstract

Handwriting as a unique expression of human behaviour has evoked continuous interest as a means of analyzing and studying personality – a study known as Graphology. Research in graphology has shown diverse results, ranging from negative to highly favourable. Many of the studies disregarding the value of graphology can be criticized on the grounds of their research methodology as well as the method used in handwriting analysis, namely the ‘trait-method’ whereby isolated graphological features are simplistically linked to personality as opposed to a more encompassing, holistic approach. In the present study the special link between personality and graphology is illustrated as well as the decisive influence the gestalt and form standard of a writing have on the interpretation of that particular writing. The approach to the graphological analyses was holistic, as it complements the complex uniqueness of personality. The study also focuses on the recommended methodology of handwriting analysis, by offering a tailor-made personality ‘picture’ of the individual.

Graphological findings were compared to the clinical findings of the same client/patient according to the Diagnostic and Statistical Manual of Mental Diseases IV-TRTM (DSM-IV-TRTM). Five (5) case studies have been reported in this qualitative research study. The analyses of the writings were done by an independent graphologist. The objective graphological findings show similarities with clinical findings of the same clients/patients. The holistic approach to handwriting analysis deems to have diagnostic value and is promising in providing guidelines for psychotherapy. Graphology can thus be regarded as a useful and viable tool in psycho-educational assessment.