Chang­ing child’s hand­writ­ing im­proves be­hav­iour: an­a­lyst

Saskatoon StarPhoenix - - National - By Sarah Sch­midt

OTTAWA — Par­ents of dif­fi­cult chil­dren can take some so­lace in the latest the­ory cir­cu­lat­ing in ed­u­ca­tion cir­cles that the key to chang­ing kids’ neg­a­tive be­hav­iour could be as sim­ple as chang­ing their hand­writ­ing.

Hand­writ­ing an­a­lyst Si­mon Zel­cov­itch has be­gun work­ing with fam­i­lies to help trans­form self­ish kids into more giv­ing ones, dom­i­neer­ing kids into col­le­gial ones, and closed-minded or se­cre­tive chil­dren into more open, per­son­able peo­ple — all by iden­ti­fy­ing re­veal­ing as­pects of their hand­writ­ing and chang­ing their writ­ing pat­terns ac­cord­ingly.

“By al­ter­ing their hand­writ­ing, the per­son will change their be­hav­iour. There’s ab­so­lutely a con­nec­tion,” said Zel­cov­itch, who is based in Toronto.

He’ll be shar­ing his ideas later this month at the con­fer­ence of the Ed­u­ca­tors of the Gifted of On­tario, an af­fil­i­ate of the Coun­cil for Ex­cep­tional Chil­dren. Zel­cov­itch’s task will be to con­vince ed­u­ca­tors there’s a good rea­son to pay at­ten­tion to kids’ hand­writ­ing as a win­dow into their char­ac­ter.

“By look­ing at the child’s hand­writ­ing, if their slant goes ex­tremely to the left, that’s a strong in­di­ca­tor that per­son is fo­cus­ing on him­self or her­self, which is not a healthy thing if you live in a world of give and take,” said Zel­cov­itch.

He also says par­ents and ed­u­ca­tors should take spe­cial note of the way a child uses the t-bar. If it slops down­ward with a sharp point, “it shows a dom­i­nat­ing per­son­al­ity. This won’t get you friends.”

Or, if a child leaves lit­tle breath­ing space be­tween cer­tain vow­els, it’s “in­dica­tive of some­one who is not open­minded, and very re­served, and too much so.” The same holds true for loops.

“If the child closes the As and Os with a locked loop, that’s in­dica­tive of a per­son­al­ity that is very ret­i­cent and se­cre­tive, where things are locked away inside. It’s more dif­fi­cult to make friends,” Zel­cov­itch said.

If par­ents or ed­u­ca­tors work five min­utes a day to undo some of th­ese hand­writ­ing tech­niques, the be­hav­iour will change over time be­cause kids are mo­ti­vated to put to rest the neg­a­tive char­ac­ter traits, he says.

“Two things hap­pen.Your hand­writ­ing will change be­cause you’re work­ing at mak­ing it change. And what hap­pens (is) you’re fo­cus­ing, sub­con­sciously and con­sciously, on chang­ing that trait in you.

“The whole thing boils down to com­mon sense. The child un­der­stands the neg­a­tives and pos­i­tives. You say, ‘Now look, here you have some neg­a­tives, and you can im­prove on those on your own.’ They grab at that, and away they go.”

Zel­cov­itch says many minds need to be opened well be­yond the con­fines of the class­room. In Europe, for ex­am­ple, there’s no shame in com­pa­nies us­ing hand­writ­ing anal­y­sis as part of a hir­ing process. In Canada, Zel­cov­itch has worked with com­pa­nies look­ing for help in se­lect­ing peo­ple for jobs, but his client list re­mains con­fi­den­tial.

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