The impact of abuse towards the main character`s personality development in Jaycee Dugard`s A Stolen Life.
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THE IMPACT OF ABUSE TOWARDS
THE MAIN CHARACTER’S PERSONALITY DEVELOPMENT
IN JAYCEE DUGARD’S A STOLEN LIFE
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
PUTU ANDY SUHENDRA
Student Number: 094214100
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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THE IMPACT OF ABUSE TOWARDS
THE MAIN CHARACTER’S PERSONALITY DEVELOPMENT
IN JAYCEE DUGARD’S A STOLEN LIFE
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
PUTU ANDY SUHENDRA
Student Number: 094214100
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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STATEMENT OF WORK’S ORIGINALITY
I declare that the thesis I have written does not contain the works or parts of the
works of other people, except those cited in the quotations as scientific paper
should.
Yogyakarta, September 11, 2013
The writer
Putu Andy Suhendra
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Putu Andy Suhendra
NomorMahasiswa
: 094214100
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE IMPACT OF ABUSE TOWARDS
THE MAIN CHARACTER’S PERSONALITY DEVELOPMENT
IN JAYCEE DUGARD’S A STOLEN LIFE
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 11 September 2013
Yang menyatakan
Putu Andy Suhendra
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ACKNOWLEDGEMENTS
First, I would like to express my greatest gratitude to the Almighty God, Ida
Sang Hyang Widhi Wasa, for blessing me to reach the completion of this thesis.
My sincerest gratitude also expressed for my advisor Ni Luh Putu Rosiandani,
S.S, M.Hum. for her time, guidance, help, support, and advice to help me improve
this thesis. Furthermore, I would like to thank Dra. A. B. Sri Mulyani, M.A.,Ph.D.
as my co-advisor for giving her time to read and give correction for my better
thesis. I would also like deliver my deep thanks to Dra. B. Ria Lestari, M.S. for
her great concerns throughout my studying process. Moreover, my great
appreciation also goes to all lecturers and the secretariat of Faculty of Letters for
giving me valuable knowledge and assistance during my study.
My warmest gratitude and thanks are dedicated to my family for their great
love, prayers, support, and care. My thanks also go to all friends in Faculty of
Letters who have given countless beneficial experiences and admirable memories.
I thank to my friends in Dictator Team: Theo, Li, We, Bryan, Richard, Indra,
Pandu, Uya, and Anto. I also thank to my beloved friends: Mov, Bea, Pak Heri,
Mbak Ninik, and many others that I cannot mention one by one. Thank you for all
the unforgettable moments in the last four years. Finally, I also give my gratitude
for Wawan and Nuri who have supported me in accomplishing this thesis. May
God bless them all.
Putu Andy Suhendra
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TABLE OF CONTENTS
TITLE PAGE ...................................................................................................... i
APPROVAL PAGE ........................................................................................... ii
ACCEPTANCE PAGE ..................................................................................... iii
STATEMENT OF ORIGINALITY ................................................................. iv
LEMBAR PERNYATAAN PUBLIKASI ............................................................ v
ACKNOWLEDGEMENTS .............................................................................. vi
TABLE OF CONTENTS ................................................................................. vii
ABSTRACT ...................................................................................................... ix
ABSTRAK ........................................................................................................... x
CHAPTER I: INTRODUCTION ...................................................................... 1
A.
Background of the Study............................................................... 1
B.
Problem Formulation .................................................................... 5
C.
Objectives of the Study ................................................................. 5
D.
Definition of Terms ...................................................................... 6
CHAPTER II: THEORETICAL REVIEW...................................................... 7
A.
Review of Related Studies ............................................................ 7
B.
Review of Related Theories .......................................................... 9
1. Theory on Memoir ................................................................. 9
2. Theory on Abuse .................................................................. 10
a. Types of Abuse ............................................................... 11
i. Physical Abuse .......................................................... 11
ii. Sexual Abuse ............................................................ 11
iii. Emotional Abuse ...................................................... 12
iv. Verbal Abuse ............................................................ 13
v. Neglect ..................................................................... 14
b. The impact of abuse on personality ................................. 14
3. Theory of Personality Development ..................................... 15
a. Stage IV: Industry versus Inferiority ................................ 17
b. Stage V: Identity versus Confusion .................................. 17
4. The Relation between Literature and Psychology ................. 18
C.
Theoretical Framework ............................................................... 19
CHAPTER III: METHODOLOGY ................................................................ 21
A.
Object of the Study ..................................................................... 21
B.
Approach of the Study ................................................................ 22
C.
Method of the Study ................................................................... 23
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CHAPTER IV: ANALYSIS ............................................................................ 25
A.
The Description of Jaycee Dugard ............................................... 25
1. Before being kidnapped........................................................ 28
a. Shy ................................................................................. 28
b. Tenacious ....................................................................... 29
c. Vibrant ........................................................................... 30
2. During being kidnapped ....................................................... 30
a. Submissive .................................................................... 31
b. Fearful of the outside world ........................................... 32
c. Nervous ......................................................................... 33
d. Dependent ..................................................................... 35
e. Low self-esteem ............................................................ 36
f. Helpless......................................................................... 37
g. Afraid and Sad............................................................... 39
h. Lonely ........................................................................... 40
3. After being freed .................................................................. 41
a. Awkward ....................................................................... 42
b. Lonely ........................................................................... 43
c. Anxious and Traumatic.................................................. 43
B.
Kinds of Abuses Experienced by Jaycee Dugard ......................... 44
1. Physical Abuse ..................................................................... 44
2. Sexual Abuse ....................................................................... 45
3. Emotional Abuse .................................................................. 48
4. Verbal Abuse ....................................................................... 51
5. Neglect ................................................................................. 53
C.
The Impact of Abuses on Jaycee Dugard’s Personality
Development ............................................................................... 54
CHAPTER V: CONCLUSION ....................................................................... 60
BIBLIOGRAPHY ............................................................................................ 63
APPENDIX: THE SUMMARY OF A STOLEN LIFE ................................... 65
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ABSTRACT
Putu Andy Suhendra. The Impact of Abuse towards the Main Character’s
Personality Development in Jaycee Dugard’s A Stolen Life. Yogyakarta:
Department of English Letters, Faculty of Letters, Sanata Dharma University,
2013.
The focus of this thesis is analyzing the impact of abuses that are
experienced by Jaycee Dugard on her personality development in a memoir
entitled A Stolen Life. Jaycee Dugard is both the author and the main character in
the memoir. Dugard gives a lot of life lessons based on her experiences of being
kidnapped for 18 years, considering how hard she struggles to survive from
tremendous stress, cruelty, loneliness, rape, and abuses she experienced. She
hopes her writing will be of help to people in facing a difficult situation of their
own. Dugard conveys that basically all people have a great spirit in their life and
they can survive in any tough situations.
This thesis has three main objectives. The first objective is describing the
main character’s characteristics. The second objective is identifying the kinds of
abuses experienced by the main character. After knowing the description of the
main character and the abuses the main character experienced, the last objective is
explaining the impacts of abuses on the main character’s personality development.
In order to achieve the objectives mentioned above, this thesis uses library
research since the data for this thesis originate from written texts. The primary
source used in this thesis is the memoir written by Jaycee Dugard entitled A Stolen
Life. The secondary sources are various books that are used to add some
references. This thesis uses psychological approach. The related studies discussed
are two same topics that also have the same topic with this thesis. The theories
used are theory of memoir, theory of abuse, and theory of personality
development.
The result of the analysis shows that at first Dugard is a girl that has a
positive personality such as happy, tenacious, and vibrant, although sometimes
she feels shy. However, after she is kidnapped and abused for 18 years, her
personality turns into negative. The abuses she experienced such as physical
abuse, sexual abuse, emotional abuse, verbal abuse, and neglect bring negative
impacts to her personality development such as inferiority and identity crises. It
can be seen from her personality traits after receiving abuse such as fearful of the
outside world, submissive, nervous when meeting people or in a crowd,
dependent, low self-esteem, helpless, awkward, anxious, sad, afraid, and lonely.
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ABSTRAK
Putu Andy Suhendra. The Impact of Abuse towards the Main Character’s
Personality Development in Jaycee Dugard’s A Stolen Life. Yogyakarta:
Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2013.
Fokus tesis ini adalah menganalisis dampak kekerasan yang dialami oleh
Jaycee Dugard terhadap perkembangan kepribadiannya dalam sebuah memoar
yang berjudul A Stolen Life. Jaycee Dugard adalah penulis dan tokoh utama dalam
memoar. Dugard memberikan banyak pelajaran hidup berdasarkan
pengalamannya diculik selama 18 tahun, mengingat betapa sulitnya ia berjuang
untuk bertahan dari stres yang luar biasa, kekejaman, kesepian, pemerkosaan, dan
kekerasan yang dialaminya. Dia berharap tulisannya akan membantu orang-orang
dalam menghadapi situasi sulit. Dugard menyampaikan bahwa pada dasarnya
semua orang memiliki semangat besar di dalam kehidupan mereka dan mereka
dapat bertahan dalam berbagai situasi yang sulit.
Tesis ini memiliki tiga tujuan utama. Tujuan pertama adalah
mendeskripsikan karakteristik tokoh utama. Tujuan kedua adalah mengidentifikasi
jenis kekerasan yang dialami oleh tokoh utama. Setelah mengetahui
pendeskripsian karakter utama dan kekerasan yang dialami oleh karakter utama,
tujuan terakhir adalah menjelaskan dampak dari kekerasan terhadap
perkembangan kepribadian karakter utama.
Untuk mencapai tujuan tersebut di atas, tesis ini menggunakan studi
pustaka karena data untuk tesis ini berasal dari teks tertulis. Sumber utama yang
digunakan dalam tesis ini adalah memoar yang ditulis oleh Jaycee Dugard
berjudul A Stolen Life. Sumber tambahan adalah berbagai buku yang digunakan
untuk menambahkan beberapa referensi. Tesis ini menggunakan pendekatan
psikologis. Studi terkait yang dibahas adalah dua studi yang memiliki topik yang
sama dengan tesis ini. Teori yang digunakan adalah teori memoar, teori
kekerasan, dan teori perkembangan kepribadian.
Hasil analisis menunjukkan bahwa pada awalnya Dugard adalah seorang
gadis yang memiliki kepribadian positif seperti bahagia, gigih, dan bersemangat,
meskipun kadang-kadang ia menjadi pemalu. Namun setelah ia diculik dan
mengalami kekerasan selama 18 tahun, kepribadiannya berubah menjadi negatif.
Kekerasan yang dialaminya seperti kekerasan fisik, kekerasan seksual, kekerasan
emosional, kekerasan dalam ucapan, dan penelantaran membawa dampak negatif
terhadap perkembangan kepribadiannya seperti rendah diri dan krisis identitas.
Hal ini dapat dilihat dari ciri-ciri kepribadiannya setelah menerima kekerasan
seperti takut terhadap dunia luar, tunduk, gugup ketika bertemu orang-orang atau
saat dalam keramaian, bergantung kepada Phillip, rendah diri, tak berdaya,
canggung, cemas, sedih, takut, dan kesepian.
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CHAPTER I
INTRODUCTION
A. Background of the Study
There are many literary works based on people’ real life and experiences.
They are categorized as non-fiction works such as biography, autobiography,
diary or journal, and memoir. In this study, the writer uses a memoir as a source of
study. Abrams in A Glossary of Literary Terms explains that memoir is different
from the other non-fiction works because the emphasis of a memoir is not on the
author’s developing self but on the people and events that the author has known or
witnessed (1999: 22). It can be said that the focus of a memoir is on the events
that are related with the author’s personal experience. Kuiper in Prose: Literary
Terms and Concepts adds some information about memoir. He explains
Autobiographies that usually emphasize what is remembered rather than
who is remembering are known as memoirs. The author, instead of
recounting his life, deals with those experiences of his life, people and
events that he considers most significant (2012: 192).
A memoir is an author’s non fiction-self writing that represents a portrait
of human experiences. It is one of communication tools in telling or sharing the
author’s life experiences based on reality through the medium of writing. The
authors make it into a story such as nostalgia, spiritual journey, survival, war,
travel, abduction, and many others, in which all of them are linked with human
experiences and their personality. People can learn a lot of life values, life
histories, and life experiences that can affect the way they view their own life. The
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authors’ personality that develops as the result of their experiences can be seen in
the story they write.
Personality is the dynamic organization of characteristic attributes leading
to behavior and distinguishing one individual from other individuals (Kalish,
1973: 52). Personality has a dynamic characteristic in which human’s thought,
behavior, and experiences will lead them into a development of their personalities
that makes each person different from the other person. Ferrara says that it is
important to understand personality development across the lifespan, particularly
how abuse may impact each developmental stage in a unique yet universal manner
(2002: 134). Human is constantly changing due to some factors and those factors
affect the personality. One of the factors is abuse.
Abuse is maltreatment, injury, or neglect that can take many forms. It can
be physical, emotional, or sexual in nature (Wilson et al., 1996: 544). Abuse
occurs anywhere and anytime. It can happen to anyone regardless of age,
economic status, educational background, ethnic, gender, race, religion, and social
class. Hunt says that all abusive behaviors come from those with hardened hearts
who want to punish, coerce, and control (2010: 310). Abuse is conducted to gain
and maintain control over someone. Abusers use threat, intimidation, and
manipulation to weaken, threaten, control, punish and hurt the victims and keep
them under the abusers’ control. Some examples of abuse experienced by the
victims are physical abuse, sexual abuse, emotional abuse, and verbal abuse. The
victims may get negative impacts of abuse they experienced such as dependent,
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low self-esteem, helpless, anxiety, traumatic, and many others that affect the
development of their personality.
One of the memoirs that tells about one’s experience of being abused that
has very bad impacts to one’s personality development is A Stolen Life that is
written by Jaycee Dugard. She is both the author and the main character in the
memoir. Abuse is very visible in this story because she writes in detail the abuses
she has experienced for 18 years that make her life different from most people in
general, considering how hard for her to tell her bad experiences. In her memoir,
Dugard inserts a reflection at the end of each chapter that reveals what she thinks
or how she feels now as an adult looking back on the situation when she was
kidnapped, such as telling her way to free herself from the fear she feels, her past
life with her family and the detail of her experiences of bad treatment and the
impacts on herself. In the author’s note, Dugard writes about her attempt to share
her experiences to people. She states that her book may be confusing to some. She
thinks to truly begin to understand what it is like, the readers would have had to
be there, and since she wishes that on no one, her book is her attempts to convey
the overwhelming confusion she feels during those years and to begin to unravel
the damage that is done to her and her family. She does not want to lose that
voice, and therefore she has written her book how it comes to her naturally. She
also says if the readers want a less confusing story, they should come back to her
in ten years from her release when she sorts it all out (page xv).
Dugard is a strong woman who can survive from the abduction for almost
two decades. She tells about her spirit of writing a memoir. With her writing,
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Dugard hopes to convey that people can endure any tough situations and survive.
She says that she decides to write the book for two reasons. One reason is she
wants Phillip Garrido, the man who kidnapped and abused her for 18 years, to
know that she no longer has to keep his secret because he is most certainly
responsible for stealing her life and the life she should have had with her family.
She says everyone should know exactly what he and his wife Nancy are doing all
these years in their backyard and also she should not be ashamed for what
happened to her. The second reason is she hopes her writing will be of help to
people in facing a difficult situation of their own. Her goal is to inspire people to
speak out when they see that something is not quite right around them (p.1-2). She
hopes people to pay more attention and more responsive if they see strange things
in their environment in order to prevent criminal acts like what she experienced,
as she says “You could be saving a person or a family who is not able to save
themselves” (p.2).
A Stolen Life is chosen by the writer because this memoir is a good
example to conduct a research about the impact of abuse on one’s personality
development. This memoir also gives a lot of life lessons. In this memoir, it shows
how Dugard struggles to survive her life in captivity for 18 years, despite how
hard she survives from tremendous stress, cruelty, loneliness, rape, boredom, and
abuses she experienced. Jaycee Dugard conveys that basically all people have a
great spirit in their life and they can survive in any tough situations. After having
her own life and reuniting with her family, she has a spirit of a new life in which
she thinks each day brings a new challenge and learning experience to look
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forward to. Dugard also always believes in hope. It makes her believe that one day
she will meet her mother and family again and live happily. Due to the hope that
she believes, she is able to survive. She tells “History has taught us that even
when it looks like there is no hope, hope still lives in people’s heart” (p.3).
Referring to the abuses that Dugard experienced, this study focuses on analyzing
the impact of abuses on her personality development. In order to make the
analysis well organized, the writer formulates a problem formulation.
B. Problem Formulation
In a purpose to understand the memoir better, three problems are
formulated as follows
1.
How is the main character described in Jaycee Dugard’s A Stolen Life?
2.
What abuses does the main character experience in Jaycee Dugard’s A Stolen
Life?
3.
What are the impacts of the abuses on the main character’s personality
development?
C. Objectives of the Study
This study focuses on the impacts of abuses to the main character’s
personality development. This study has three main objectives. The first objective
is describing the main character’s characteristics. The second objective is
identifying the kinds of abuses experienced by the main character. After knowing
the description of the main character and the abuses the main character
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experienced, the last objective is explaining the impacts of abuses to the main
character’s personality development.
D. Definition of Terms
This study defines two terms in order to avoid different understanding
during reading this study.
1.
Abuse
Wilson et al. say that “Abuse is maltreatment, injury, or neglect that can
take many forms. It can be physical, emotional, or sexual in nature” (1996: 544).
Thus, in this study, abuse is an intimidation, manipulation, or maltreatment to
control another person. It is divided into several kinds such as physical, sexual,
emotional, verbal, and neglect, in which all of them have negative impacts to
human’s personality development.
2.
Personality Development
Kalish states that personality is the dynamic organization of characteristic
attributes leading to behavior and distinguishing one individual from other
individuals (1973:52). Meanwhile, development is the systematic continuities and
changes in the individual that occur between conception and death (Shaffer, 2009:
2). Therefore, in this study, personality development refers to the development or
change in human’s personality such as their thought and behavior that they
receive from their experiences. Those changes will affect their personality and
lead them into a development of personality.
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CHAPTER II
THEORETICAL REVIEW
A. Review of Related Studies
In order to support the study, it is necessary for the writer to discuss the
previous studies that have been done related to the topic of this study.
There are two researchers from Sanata Dharma University that discuss the
same topic as in this study. The first is Dessy Christanti, a student of Language
and Arts Education Department of Sanata Dharma University on 2004, in her
study entitled The Impact of Child Abuse on Dave Pelzer’s Self Esteem as
Revealed in his Trilogy, A Child Called ‘It’, The Lost Boy, and A Man Named
Dave focuses on the kinds of abuse experienced by the main character, Dave,
when he is a child and the impacts of the abuse on his self-esteem. She describes
that Dave experiences three kinds of child abuse: physical abuse, emotional abuse,
and neglect. She proves that the abuses Dave experienced strongly affect Dave’s
self-esteem. Before the abuse, Dave is a child with a high self-esteem. During the
abuse, Dave loses most of his self-esteem due to the physical and emotional
abuse, as also neglect of his mother. After Dave was rescued, he succeeds in
proving that he is able to survive and regain his self-esteem (Christanti, 2004:
xiii).
Meanwhile, Dewi Kurniawati, a student of English Letters Department of
Sanata Dharma University on 2008, in her study entitled The Effects of Abuses on
Jerry Houseman’s Personality Development as a Pedophile and on Robbie
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Young’s as his Sexual Abuse Victim in Scott Campbell’s Touched focuses on Jerry
Houseman’s personality development as a pedophile and Robbie Young’s
personality development as his sexual abuse victim, and the pattern that can be
depicted from their personality development. She describes Jerry Houseman as a
pedophile and Robbie Young as his sexual abuse victim show personality
development as the defensive mechanism in facing some problems in their lives
that can be seen from their personality changing from their childhood into
adulthood. Their personality development also show co-relational pattern namely
cause and effect relationship. Both characters’ personalities show the reflection of
their childhood experiences. She also states that one thing in human’s life
influences another and has a causality pattern (Kurniawati, 2008: x).
The two studies reviewed above describe the same topic that is about the
impact of abuse on one’s psychological life. The first study discusses the impact
of child abuse on Dave Pelzer’s self esteem. The second study discusses the
effects of abuses on Jerry Houseman’s personality development as a pedophile
and on Robbie Young’s as his sexual abuse victim. This study has the same topic
from the two previous studies. This study uses Jaycee Dugard’s A Stolen Life in
which there is no one has ever discussed yet about the impact of abuse that Jaycee
Dugard experienced on her personality development.
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B. Review of Related Theories
1.
Theory of Memoir
Non-fiction works are literary works which are dealing with facts and
events rather than imaginative narration. They are divided into several kinds of
genre such as biography, autobiography, diary or journal, memoir, and so on.
Abrams in A Glossary of Literary Terms explains that
Late in the seventeenth century, John Dryden defined biography neatly as
"the history of particular men's lives." The name now connotes a relatively
full account of a particular person's life, involving the attempt to set forth
character, temperament, and milieu, as well as the subject's activities and
experiences. Autobiography is a biography written by the subject about
himself or herself. It is to be distinguished from the memoir, in which the
emphasis is not on the author's developing self but on the people and
events that the author has known or witnessed, and also from the private
diary or journal, which is a day-to-day record of the events in one's life,
written for personal use and satisfaction, with little or no thought of
publication (1999: 22).
Each of non-fiction works has its own characteristics. Memoir is different
from the other non-fiction works. The focus of memoir is telling the events and
the people who are related to. Kuiper in Prose: Literary Terms and Concepts
explains
Autobiographies that usually emphasize what is remembered rather than
who is remembering are known as memoirs. The author, instead of
recounting his life, deals with those experiences of his life, people and
events that he considers most significant (2012: 192).
A memoir is linked as a sub-category of autobiography. It is author’s self
writing that represents a portrait of human’s real life experiences, especially about
the person and events. Kuiper also explains the difference between autobiography
and memoir.
The memoir is a history or record composed from personal observation
and experience. Closely related to, and often confused with,
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autobiography, a memoir usually differs chiefly in the degree of emphasis
placed on external events. Whereas writers of autobiography are
concerned primarily with themselves as subject matter, writers of memoir
are usually persons who have played roles in, or have been close observers
of, historical events and whose main purpose is to describe or interpret the
events (2012: 208).
The writers of memoir place their focus on the description of the events in
which they have played roles in those events. Usually a memoir tells about a
record of events and makes it into a story such as nostalgia, spiritual journey,
survival, war, travel, abduction, and many others.
2.
Theory of Abuse
Wilson et al. in Abnormal Psychology say that abuse is maltreatment,
injury, or neglect that can take many forms. It can be physical, emotional, or
sexual in nature (1996: 544). Abuse is a kind of bad treatment that is conducted by
a person to another person. In other words, Hunt in How to Rise Above Abuse
points out all forms of abuse--emotional, verbal, mental, physical, spiritual, and
sexual--damage a person’s sense of dignity (2010: 154). Abuse is categorized into
several kinds in which all of them have negative impacts to one’s personality. In
addition, she says that abusive behavior can be aggressive or passive, physical or
psychological, and direct or indirect. Regardless of the method, all abusive
behavior comes from those with hardened hearts who want to punish, coerce, and
control (2010: 310). Abuse is an intimidation or manipulation of a person into
another's psyche in order to control, force, and punish the victim.
This study discusses five types of abuses and the impacts. The following is
the explanation of each types of abuse and the impacts on personality.
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a.
Types of abuse
Abuse is categorized into several kinds such as physical, sexual,
emotional, verbal, neglect, or the combination of any or all of these.
i.
Physical Abuse
Physical abuse is acts of physical aggression by one individual against
another, often leading to fear and injury (Wilson et al., 1996: 544). Physical abuse
is the easiest abuse to be observed because it usually leaves marks or scars and
causes pain. It has injurious effects to the victim that derive from the behavior of
the doer.
ii. Sexual Abuse
Hunt states that sexual abuse of a child is any physical, visual, or verbal
interaction with a minor by an older child or adult whose purpose is sexual
stimulation or sexual satisfaction (2010: 17). Sexual abuse can take many forms
of activities. The perpetrators conduct sexual abuse to obtain satisfaction of their
sexual desire. Pritchard says that sexual abuse is interference with and needless
touching of child’s genitalia, forcing child to view or touch or sexually manipulate
adult, penetration attempted or achieved of genital or anal area, sexual innuendo
or threats, showing or making pornography (2004: 12). These sexual activities are
forced on the victim because there is a sexual desire of the doers that want to
satisfy their lust.
Rape is a part of sexual abuse. Wilson et al., quoted in Koss, give
information about rape. Rape refers to unwanted or nonconsensual sexual activity
that is forced or coerced against another individual (1993: 547). In other words,
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rape is a sexual activity without any consent or permission that is done by
someone to another with force or threat.
Sexual abuse has many bad impacts on victim’s life. Later their
personality develops into negative. Crosson-Tower says that feeling out of control
or powerless becomes a major problem for the past victim of sexual abuse. Fears
permeate his or her life. Nightmares, phobias, and attacks of anxiety keep the
individual ever-mindful of the abuse and of the terror or pain associated with it.
Decisions become difficult (2008: 396). Moreover, Ferrara tells a child who has
been sexually abused often receives contradictory messages about psychosocial
aspects of life that he or she may develop distorted cognitions of self in many
aspects of personality development (2002: 124).
iii. Emotional Abuse
Emotional abuse is also known as mental abuse or psychological abuse.
Emotional abuse is any ongoing negative behavior used to control or hurt another
person. It scars the spirit of the one abused (Hunt, 2010: 154). Emotional abuse
has bad impacts on victim’s psychological life. Pritchard says that emotional
abuse is described as threats to injure or kill, constant sneering or sarcasm or
belittling, throwing away or destroying toys, forbidden to speak or play,
scapegoat, favoritism to sibling, locked in room or confined space (2004: 12). The
abusers conduct some actions of emotional abuse to threat the victim in order to
control and gain compliance.
Emotional abuse creates a climate of fear to the victims and it can change
their personality indirectly. Crosson-Tower explains about the impact of
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emotional abuse, especially about the children who experienced it. She says that
children who are emotionally or psychologically abused demonstrate anger,
behavior problems, depression, withdrawal, and somatic complaints (2008: 223).
In other words, Hunt tells the damage of emotional abuse can last far longer than
damage from any other kind of abuse. A broken arm will soon heal; a broken
heart may take a lifetime to heal. After extended periods of emotional abuse,
many victims lose hope, feeling that life is not worth living (2010: 154).
Emotional abuse causes a long-term psychological harm and impacts victims’
perspective in seeing their life. They will feel hopeless, worthless, unwanted,
unloved, and they will also experience maladjustment.
iv. Verbal Abuse
Hunt states that verbal abuse is the use of words or tone of voice in an
attempt to control or hurt another person and to destroy that person’s self-worth.
She gives some examples of verbally abusive language such as controlling with
criticism or sarcasm, disempowering by continually dictating orders, intimidating
by yelling or threats, overpowering by always claiming to be right, and silencing
with constant interruptions or changing topics (2010: 166). Verbal abuse happens
when the abuser verbally assaults the victim to create a climate of fear and gain
control over the victim.
Pritchard tells about a review that the psychiatrist Philip Ney (1987) found
in a study of 154 children investigated following complaints of various kinds of
abuse that it was verbal abuse ‘which left the deepest scars’. Cruel words,
repeated day after day, and the belittling and demeaning of the child’s efforts to
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become a self-regarding young person were more demoralizing than cruel blows
(2004: 25). Verbal abuse, in addition to emotional abuse, also causes a long-term
psychological harm which has a negative impact on one’s personality as it is
stated above. Hunt also point outs that verbal abuse injures the feelings of others
with reliving, insulting, or contemptuous words (2010: 157). The injury of feeling
is one example of the impact of verbal abuse.
v.
Neglect
Neglect is inadequate supervision and lack of attention to the physical and
emotional needs (Wilson et al., 1996: 551). Neglect is divided into physical and
emotional neglect. Physical neglect includes not providing sufficient food,
clothing, and medical care. Emotional or psychological neglect includes lack of
emotional support and love.
b.
The impact of abuse on personality
After describing kinds of abuse, the writer also states the impact of abuse
on personality. Abuse relates to conditioning, since both of them are affecting
each other. Feist tells that one basic assumption of Skinnerian conditioning is that
reinforcement shapes behavior. Several thousand studies with both animals and
humans have demonstrated the power that conditioning has to change behavior or
personality (2006: 461). Changes in personality occur when new behaviors
become stable over time in a different situation. Related to the environment,
forces in our environment such as abuse are constantly shaping one’s personality.
Abuse results in physical, sexual, emotional, and verbal harm. Pritchard in
The Child Abusers shows the impact of abuse to one’s personality. He says child
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maltreatment is acts of abuse and neglect which may cause physical and
psychological harm to a child or young person. He also states a review from the
previous research conducted by some researchers.
The lessons from research (Bagley and Thurston 1996; Bagley and
Mallick 2000) are that while some resilient children escape the most
horrendous types of abuse unscathed (Rutter 1985), for the majority abuse
of various kinds, can cause short- and long-term harm to the developing
child’s adjustment, and to his or her adult adaptation (Quinton and Rutter
1988; Oliver 1988; Bagley and Thurston 1996; Bagley and Mallick 2000).
(2004: 11).
In that research, it says that although the victims can escape the abuse
without experiencing physical injury, the abuses they received cause short term
and long term harm on their psyche and personality for many years. Wilson et al
also point out some examples about the impact of abuse that is experienced by
abused children. He states
Anxiety symptoms in the form of posttraumatic stress disorder are also
commonly found in children who have been severely abused. Such
symptoms may include memories that intrude into the child’s mind, even
though they are stressful and unwanted. In addition, a numbing or
deadening of sensations often occurs, because allowing sensations to come
into consciousness may make the child anxious or depressed (1996: 553).
3.
Theory of Personality Development
Kalish in The Psychology of Human Behavior states that personality is the
dynamic organization of characteristic attributes leading to behavior and
distinguishing one individual from other individuals (1973: 52). Personality has a
dynamic characteristic. Human’s thought, behavior, and experiences will lead
them into a development of their personalities. Kalish proves it by saying that
human is constantly changing and that each change affects the entire personality
in such a way that the original change may itself be affected (1973: 52).
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Moreover, Ruch in his book Psychology and Life explains that all definitions of
personality attempt in one way or another to include the whole person such as all
the abilities, tendencies, and other innate or acquired characteristics that are more
or less consistent from one day to the next and distinguish him from other people
(1967: 111). Personality has been viewed as the individual’s most dominant
characteristics such as the ways of acting, thinking, and feeling that make each
person different from the other person.
Ferrara in Childhood Sexual Abuse: Developmental Effects Across the
Lifespan discusses about Ericsson’s psychosocial theory. She says that it is
important to understand personality development across the lifespan, particularly
how abuse may impact each developmental stage in a unique yet universal manner
(2002: 124). She points out that Ericsson focuses on the social interactions that
impact adult personality attributes. Ericsson proposes eight psychosocial stages of
life that must be successfully overcome to achieve a fully integrated ego. He says
a child must successfully complete tasks related to each of the eight stages with
either positive or negative outcomes, either of which shape the child’s
psychological perspective of the world and self. If the child experiences degrading
or unsuccessful events during any respective developmental stage, negative
perceptions of self may arise (2002: 124). In this study, the writer only discusses
two stages because those discussed stages refer to the main character’s range of
age at the moment she is kidnapped and abused. The main character is kidnapped
when she is 11 and finally she is found and released by the police when she is 29
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years old. Related to her age in abduction, the writer discusses stage IV and stage
V.
i.
Stage IV: industry versus inferiority
The domain of this stage is between 6 years until puberty. This stage is a
time when children begin to acquire a sense of self-efficacy versus inferiority.
Excessive criticism and harsh reprimands for errors, omissions, or failures from
caretakers further restrict a child’s ability to form an industrious attitude. Rather, a
sense of defeat sets in along with the attitude. In instances of abuse, a child’s
sense of inferiority becomes worsen by the actions of cruel and harshly critical
caregivers, potentially resulting in a long-standing sense of inferiority (2002:
126). Normal children will acquire self-efficacy in which they become
industrious, feel confident and proud of themselves. However, children who are
criticized and reprimanded harshly will feel inferior. A sense of inferiority in
children who are abused becomes worse by abusive acts they receive and it results
in a long-standing sense of inferiority. Inferiority occurs when the children feel
discouragement.
ii. Stage V: identity versus confusion
The domain of this stage is between puberty to young adulthood. This
stage is the most significant for all individuals, where a self-identity is formed
based upon past experiences and environmental influences. Identity crises can
evolve for any number of reasons. If adverse events have impacted a child during
earlier stages, the child may develop mistrust, shame, doubt, guilt, and a sense of
inferiority, all elements associated with abuse survivors. The child’s life path is
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restricted by negative experiences, and the child cannot move forward with
confidence and a positive identity. Abused children may withdraw from their
environments due to a sense of shame, worthlessness, and self-doubt. Therefore
they may not assertively seek out opportunities, as compared to adolescents who
were free of unwanted oppression during childhood (2002: 126). Identity crises
may occur in children who experienced abusive acts previously. They will feel
mistrust, shame, doubt, guilt, and a sense of inferiority. Their life is restricted by
negative experiences in which they cannot move forward with confidence and a
positive identity. Abused children will feel a sense of shame, worthlessness, and
self-doubt.
4.
The Relation between Literature and Psychology
There is a close relation between psychology and literature. According to
Wallek and Warren, psychology and literature have a close relation in which some
works of literature talk about psychological cases. They also discuss that
characters in plays and novels are judged to be “psychologically” true. Sometimes
a psychological theory, held either consciously or dimly by an author, seems to fit
a figure or a situation (1956: 91-92).
Kalish also elaborates another explanation about literature and psychology.
Literature and psychology are two subjects that can be a media to explain human’s
life. He states that literature “holds the mirror up to the man”. A good writer or
novelist can communicate the feelings of his characters and make them seem
more life-like than the real people whose behavior the psychologist attempts to
describe. The writers can use the understanding provided by psychologists to
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enrich their stories, and psychologists can gain in their understanding of human
behavior by drawing from the deep sensitivity of good authors (1973: 8).
Moreover, Kennedy states that modern psychology has had an immense
effect on both literature and literary criticism. Psychological criticism is a diverse
category, but it often employs three approaches. First, it investigates the creative
process of the artist. The second major area for psychological criticism is the
psychological study of a particular artist. Most modern literary biographies
employ psychology to understand their subject’s motivations and behavior. The
third common area of psychological criticism is the analysis of fictional characters
(1999: 1947).
Literature and psychology are two subjects that can be a media to explain
human’s life. Literature depicts human condition in narrative way while
psychology studies human’s personality systematically. Both subjects have one
common purpose that is to depict human life. People can learn psychology that
may be revealed in works of literature by analyzing the works.
C. Theoretical Framework
This study discusses the impact of abuses to the main character’s
personality development. This study has three main objectives. The first objective
is describing the main character’s characteristics. The second objective is
identifying the kinds of abuses experienced by the main character. After knowing
the description of the main character and the abuses the main character
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experienced, the last objective is examining the impacts of abuses on the main
character’s personality development.
The theories used in this study are theory of memoir, theory of abuse, and
theory of personality development. Three problems are formulated in this study.
In answering the first problem, the writer uses theory of memoir. Theory of
memoir is used to give a clear description about the author as the main character
that is written by the author’s own and to tell the events of receiving abuses that
are experienced by the main character. In answering the second problem, the
writer uses theory of abuse to discover what kinds of abuses that are experienced
by the main character. In answering the third problem, the writer uses theory of
abuse and theory of personality development. Theory of abuse is used to
understand the impact of abuse on human personality development. Theory of
personality development is used to know how human personality develops and
also how personality can be influenced by some factors such as abuse. The
explanation of the relation between literature and psychology is needed to prove
that there is a relation between human being in reality and character in literary
works and also to understand how psychology helps the writer in doing analysis
toward a character in literary work.
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CHAPTER III
METHODOLOGY
A. Object of the Study
The l
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THE IMPACT OF ABUSE TOWARDS
THE MAIN CHARACTER’S PERSONALITY DEVELOPMENT
IN JAYCEE DUGARD’S A STOLEN LIFE
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
PUTU ANDY SUHENDRA
Student Number: 094214100
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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THE IMPACT OF ABUSE TOWARDS
THE MAIN CHARACTER’S PERSONALITY DEVELOPMENT
IN JAYCEE DUGARD’S A STOLEN LIFE
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
PUTU ANDY SUHENDRA
Student Number: 094214100
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
i
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STATEMENT OF WORK’S ORIGINALITY
I declare that the thesis I have written does not contain the works or parts of the
works of other people, except those cited in the quotations as scientific paper
should.
Yogyakarta, September 11, 2013
The writer
Putu Andy Suhendra
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Putu Andy Suhendra
NomorMahasiswa
: 094214100
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE IMPACT OF ABUSE TOWARDS
THE MAIN CHARACTER’S PERSONALITY DEVELOPMENT
IN JAYCEE DUGARD’S A STOLEN LIFE
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 11 September 2013
Yang menyatakan
Putu Andy Suhendra
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ACKNOWLEDGEMENTS
First, I would like to express my greatest gratitude to the Almighty God, Ida
Sang Hyang Widhi Wasa, for blessing me to reach the completion of this thesis.
My sincerest gratitude also expressed for my advisor Ni Luh Putu Rosiandani,
S.S, M.Hum. for her time, guidance, help, support, and advice to help me improve
this thesis. Furthermore, I would like to thank Dra. A. B. Sri Mulyani, M.A.,Ph.D.
as my co-advisor for giving her time to read and give correction for my better
thesis. I would also like deliver my deep thanks to Dra. B. Ria Lestari, M.S. for
her great concerns throughout my studying process. Moreover, my great
appreciation also goes to all lecturers and the secretariat of Faculty of Letters for
giving me valuable knowledge and assistance during my study.
My warmest gratitude and thanks are dedicated to my family for their great
love, prayers, support, and care. My thanks also go to all friends in Faculty of
Letters who have given countless beneficial experiences and admirable memories.
I thank to my friends in Dictator Team: Theo, Li, We, Bryan, Richard, Indra,
Pandu, Uya, and Anto. I also thank to my beloved friends: Mov, Bea, Pak Heri,
Mbak Ninik, and many others that I cannot mention one by one. Thank you for all
the unforgettable moments in the last four years. Finally, I also give my gratitude
for Wawan and Nuri who have supported me in accomplishing this thesis. May
God bless them all.
Putu Andy Suhendra
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TABLE OF CONTENTS
TITLE PAGE ...................................................................................................... i
APPROVAL PAGE ........................................................................................... ii
ACCEPTANCE PAGE ..................................................................................... iii
STATEMENT OF ORIGINALITY ................................................................. iv
LEMBAR PERNYATAAN PUBLIKASI ............................................................ v
ACKNOWLEDGEMENTS .............................................................................. vi
TABLE OF CONTENTS ................................................................................. vii
ABSTRACT ...................................................................................................... ix
ABSTRAK ........................................................................................................... x
CHAPTER I: INTRODUCTION ...................................................................... 1
A.
Background of the Study............................................................... 1
B.
Problem Formulation .................................................................... 5
C.
Objectives of the Study ................................................................. 5
D.
Definition of Terms ...................................................................... 6
CHAPTER II: THEORETICAL REVIEW...................................................... 7
A.
Review of Related Studies ............................................................ 7
B.
Review of Related Theories .......................................................... 9
1. Theory on Memoir ................................................................. 9
2. Theory on Abuse .................................................................. 10
a. Types of Abuse ............................................................... 11
i. Physical Abuse .......................................................... 11
ii. Sexual Abuse ............................................................ 11
iii. Emotional Abuse ...................................................... 12
iv. Verbal Abuse ............................................................ 13
v. Neglect ..................................................................... 14
b. The impact of abuse on personality ................................. 14
3. Theory of Personality Development ..................................... 15
a. Stage IV: Industry versus Inferiority ................................ 17
b. Stage V: Identity versus Confusion .................................. 17
4. The Relation between Literature and Psychology ................. 18
C.
Theoretical Framework ............................................................... 19
CHAPTER III: METHODOLOGY ................................................................ 21
A.
Object of the Study ..................................................................... 21
B.
Approach of the Study ................................................................ 22
C.
Method of the Study ................................................................... 23
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CHAPTER IV: ANALYSIS ............................................................................ 25
A.
The Description of Jaycee Dugard ............................................... 25
1. Before being kidnapped........................................................ 28
a. Shy ................................................................................. 28
b. Tenacious ....................................................................... 29
c. Vibrant ........................................................................... 30
2. During being kidnapped ....................................................... 30
a. Submissive .................................................................... 31
b. Fearful of the outside world ........................................... 32
c. Nervous ......................................................................... 33
d. Dependent ..................................................................... 35
e. Low self-esteem ............................................................ 36
f. Helpless......................................................................... 37
g. Afraid and Sad............................................................... 39
h. Lonely ........................................................................... 40
3. After being freed .................................................................. 41
a. Awkward ....................................................................... 42
b. Lonely ........................................................................... 43
c. Anxious and Traumatic.................................................. 43
B.
Kinds of Abuses Experienced by Jaycee Dugard ......................... 44
1. Physical Abuse ..................................................................... 44
2. Sexual Abuse ....................................................................... 45
3. Emotional Abuse .................................................................. 48
4. Verbal Abuse ....................................................................... 51
5. Neglect ................................................................................. 53
C.
The Impact of Abuses on Jaycee Dugard’s Personality
Development ............................................................................... 54
CHAPTER V: CONCLUSION ....................................................................... 60
BIBLIOGRAPHY ............................................................................................ 63
APPENDIX: THE SUMMARY OF A STOLEN LIFE ................................... 65
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ABSTRACT
Putu Andy Suhendra. The Impact of Abuse towards the Main Character’s
Personality Development in Jaycee Dugard’s A Stolen Life. Yogyakarta:
Department of English Letters, Faculty of Letters, Sanata Dharma University,
2013.
The focus of this thesis is analyzing the impact of abuses that are
experienced by Jaycee Dugard on her personality development in a memoir
entitled A Stolen Life. Jaycee Dugard is both the author and the main character in
the memoir. Dugard gives a lot of life lessons based on her experiences of being
kidnapped for 18 years, considering how hard she struggles to survive from
tremendous stress, cruelty, loneliness, rape, and abuses she experienced. She
hopes her writing will be of help to people in facing a difficult situation of their
own. Dugard conveys that basically all people have a great spirit in their life and
they can survive in any tough situations.
This thesis has three main objectives. The first objective is describing the
main character’s characteristics. The second objective is identifying the kinds of
abuses experienced by the main character. After knowing the description of the
main character and the abuses the main character experienced, the last objective is
explaining the impacts of abuses on the main character’s personality development.
In order to achieve the objectives mentioned above, this thesis uses library
research since the data for this thesis originate from written texts. The primary
source used in this thesis is the memoir written by Jaycee Dugard entitled A Stolen
Life. The secondary sources are various books that are used to add some
references. This thesis uses psychological approach. The related studies discussed
are two same topics that also have the same topic with this thesis. The theories
used are theory of memoir, theory of abuse, and theory of personality
development.
The result of the analysis shows that at first Dugard is a girl that has a
positive personality such as happy, tenacious, and vibrant, although sometimes
she feels shy. However, after she is kidnapped and abused for 18 years, her
personality turns into negative. The abuses she experienced such as physical
abuse, sexual abuse, emotional abuse, verbal abuse, and neglect bring negative
impacts to her personality development such as inferiority and identity crises. It
can be seen from her personality traits after receiving abuse such as fearful of the
outside world, submissive, nervous when meeting people or in a crowd,
dependent, low self-esteem, helpless, awkward, anxious, sad, afraid, and lonely.
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ABSTRAK
Putu Andy Suhendra. The Impact of Abuse towards the Main Character’s
Personality Development in Jaycee Dugard’s A Stolen Life. Yogyakarta:
Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2013.
Fokus tesis ini adalah menganalisis dampak kekerasan yang dialami oleh
Jaycee Dugard terhadap perkembangan kepribadiannya dalam sebuah memoar
yang berjudul A Stolen Life. Jaycee Dugard adalah penulis dan tokoh utama dalam
memoar. Dugard memberikan banyak pelajaran hidup berdasarkan
pengalamannya diculik selama 18 tahun, mengingat betapa sulitnya ia berjuang
untuk bertahan dari stres yang luar biasa, kekejaman, kesepian, pemerkosaan, dan
kekerasan yang dialaminya. Dia berharap tulisannya akan membantu orang-orang
dalam menghadapi situasi sulit. Dugard menyampaikan bahwa pada dasarnya
semua orang memiliki semangat besar di dalam kehidupan mereka dan mereka
dapat bertahan dalam berbagai situasi yang sulit.
Tesis ini memiliki tiga tujuan utama. Tujuan pertama adalah
mendeskripsikan karakteristik tokoh utama. Tujuan kedua adalah mengidentifikasi
jenis kekerasan yang dialami oleh tokoh utama. Setelah mengetahui
pendeskripsian karakter utama dan kekerasan yang dialami oleh karakter utama,
tujuan terakhir adalah menjelaskan dampak dari kekerasan terhadap
perkembangan kepribadian karakter utama.
Untuk mencapai tujuan tersebut di atas, tesis ini menggunakan studi
pustaka karena data untuk tesis ini berasal dari teks tertulis. Sumber utama yang
digunakan dalam tesis ini adalah memoar yang ditulis oleh Jaycee Dugard
berjudul A Stolen Life. Sumber tambahan adalah berbagai buku yang digunakan
untuk menambahkan beberapa referensi. Tesis ini menggunakan pendekatan
psikologis. Studi terkait yang dibahas adalah dua studi yang memiliki topik yang
sama dengan tesis ini. Teori yang digunakan adalah teori memoar, teori
kekerasan, dan teori perkembangan kepribadian.
Hasil analisis menunjukkan bahwa pada awalnya Dugard adalah seorang
gadis yang memiliki kepribadian positif seperti bahagia, gigih, dan bersemangat,
meskipun kadang-kadang ia menjadi pemalu. Namun setelah ia diculik dan
mengalami kekerasan selama 18 tahun, kepribadiannya berubah menjadi negatif.
Kekerasan yang dialaminya seperti kekerasan fisik, kekerasan seksual, kekerasan
emosional, kekerasan dalam ucapan, dan penelantaran membawa dampak negatif
terhadap perkembangan kepribadiannya seperti rendah diri dan krisis identitas.
Hal ini dapat dilihat dari ciri-ciri kepribadiannya setelah menerima kekerasan
seperti takut terhadap dunia luar, tunduk, gugup ketika bertemu orang-orang atau
saat dalam keramaian, bergantung kepada Phillip, rendah diri, tak berdaya,
canggung, cemas, sedih, takut, dan kesepian.
x
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CHAPTER I
INTRODUCTION
A. Background of the Study
There are many literary works based on people’ real life and experiences.
They are categorized as non-fiction works such as biography, autobiography,
diary or journal, and memoir. In this study, the writer uses a memoir as a source of
study. Abrams in A Glossary of Literary Terms explains that memoir is different
from the other non-fiction works because the emphasis of a memoir is not on the
author’s developing self but on the people and events that the author has known or
witnessed (1999: 22). It can be said that the focus of a memoir is on the events
that are related with the author’s personal experience. Kuiper in Prose: Literary
Terms and Concepts adds some information about memoir. He explains
Autobiographies that usually emphasize what is remembered rather than
who is remembering are known as memoirs. The author, instead of
recounting his life, deals with those experiences of his life, people and
events that he considers most significant (2012: 192).
A memoir is an author’s non fiction-self writing that represents a portrait
of human experiences. It is one of communication tools in telling or sharing the
author’s life experiences based on reality through the medium of writing. The
authors make it into a story such as nostalgia, spiritual journey, survival, war,
travel, abduction, and many others, in which all of them are linked with human
experiences and their personality. People can learn a lot of life values, life
histories, and life experiences that can affect the way they view their own life. The
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authors’ personality that develops as the result of their experiences can be seen in
the story they write.
Personality is the dynamic organization of characteristic attributes leading
to behavior and distinguishing one individual from other individuals (Kalish,
1973: 52). Personality has a dynamic characteristic in which human’s thought,
behavior, and experiences will lead them into a development of their personalities
that makes each person different from the other person. Ferrara says that it is
important to understand personality development across the lifespan, particularly
how abuse may impact each developmental stage in a unique yet universal manner
(2002: 134). Human is constantly changing due to some factors and those factors
affect the personality. One of the factors is abuse.
Abuse is maltreatment, injury, or neglect that can take many forms. It can
be physical, emotional, or sexual in nature (Wilson et al., 1996: 544). Abuse
occurs anywhere and anytime. It can happen to anyone regardless of age,
economic status, educational background, ethnic, gender, race, religion, and social
class. Hunt says that all abusive behaviors come from those with hardened hearts
who want to punish, coerce, and control (2010: 310). Abuse is conducted to gain
and maintain control over someone. Abusers use threat, intimidation, and
manipulation to weaken, threaten, control, punish and hurt the victims and keep
them under the abusers’ control. Some examples of abuse experienced by the
victims are physical abuse, sexual abuse, emotional abuse, and verbal abuse. The
victims may get negative impacts of abuse they experienced such as dependent,
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low self-esteem, helpless, anxiety, traumatic, and many others that affect the
development of their personality.
One of the memoirs that tells about one’s experience of being abused that
has very bad impacts to one’s personality development is A Stolen Life that is
written by Jaycee Dugard. She is both the author and the main character in the
memoir. Abuse is very visible in this story because she writes in detail the abuses
she has experienced for 18 years that make her life different from most people in
general, considering how hard for her to tell her bad experiences. In her memoir,
Dugard inserts a reflection at the end of each chapter that reveals what she thinks
or how she feels now as an adult looking back on the situation when she was
kidnapped, such as telling her way to free herself from the fear she feels, her past
life with her family and the detail of her experiences of bad treatment and the
impacts on herself. In the author’s note, Dugard writes about her attempt to share
her experiences to people. She states that her book may be confusing to some. She
thinks to truly begin to understand what it is like, the readers would have had to
be there, and since she wishes that on no one, her book is her attempts to convey
the overwhelming confusion she feels during those years and to begin to unravel
the damage that is done to her and her family. She does not want to lose that
voice, and therefore she has written her book how it comes to her naturally. She
also says if the readers want a less confusing story, they should come back to her
in ten years from her release when she sorts it all out (page xv).
Dugard is a strong woman who can survive from the abduction for almost
two decades. She tells about her spirit of writing a memoir. With her writing,
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Dugard hopes to convey that people can endure any tough situations and survive.
She says that she decides to write the book for two reasons. One reason is she
wants Phillip Garrido, the man who kidnapped and abused her for 18 years, to
know that she no longer has to keep his secret because he is most certainly
responsible for stealing her life and the life she should have had with her family.
She says everyone should know exactly what he and his wife Nancy are doing all
these years in their backyard and also she should not be ashamed for what
happened to her. The second reason is she hopes her writing will be of help to
people in facing a difficult situation of their own. Her goal is to inspire people to
speak out when they see that something is not quite right around them (p.1-2). She
hopes people to pay more attention and more responsive if they see strange things
in their environment in order to prevent criminal acts like what she experienced,
as she says “You could be saving a person or a family who is not able to save
themselves” (p.2).
A Stolen Life is chosen by the writer because this memoir is a good
example to conduct a research about the impact of abuse on one’s personality
development. This memoir also gives a lot of life lessons. In this memoir, it shows
how Dugard struggles to survive her life in captivity for 18 years, despite how
hard she survives from tremendous stress, cruelty, loneliness, rape, boredom, and
abuses she experienced. Jaycee Dugard conveys that basically all people have a
great spirit in their life and they can survive in any tough situations. After having
her own life and reuniting with her family, she has a spirit of a new life in which
she thinks each day brings a new challenge and learning experience to look
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forward to. Dugard also always believes in hope. It makes her believe that one day
she will meet her mother and family again and live happily. Due to the hope that
she believes, she is able to survive. She tells “History has taught us that even
when it looks like there is no hope, hope still lives in people’s heart” (p.3).
Referring to the abuses that Dugard experienced, this study focuses on analyzing
the impact of abuses on her personality development. In order to make the
analysis well organized, the writer formulates a problem formulation.
B. Problem Formulation
In a purpose to understand the memoir better, three problems are
formulated as follows
1.
How is the main character described in Jaycee Dugard’s A Stolen Life?
2.
What abuses does the main character experience in Jaycee Dugard’s A Stolen
Life?
3.
What are the impacts of the abuses on the main character’s personality
development?
C. Objectives of the Study
This study focuses on the impacts of abuses to the main character’s
personality development. This study has three main objectives. The first objective
is describing the main character’s characteristics. The second objective is
identifying the kinds of abuses experienced by the main character. After knowing
the description of the main character and the abuses the main character
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experienced, the last objective is explaining the impacts of abuses to the main
character’s personality development.
D. Definition of Terms
This study defines two terms in order to avoid different understanding
during reading this study.
1.
Abuse
Wilson et al. say that “Abuse is maltreatment, injury, or neglect that can
take many forms. It can be physical, emotional, or sexual in nature” (1996: 544).
Thus, in this study, abuse is an intimidation, manipulation, or maltreatment to
control another person. It is divided into several kinds such as physical, sexual,
emotional, verbal, and neglect, in which all of them have negative impacts to
human’s personality development.
2.
Personality Development
Kalish states that personality is the dynamic organization of characteristic
attributes leading to behavior and distinguishing one individual from other
individuals (1973:52). Meanwhile, development is the systematic continuities and
changes in the individual that occur between conception and death (Shaffer, 2009:
2). Therefore, in this study, personality development refers to the development or
change in human’s personality such as their thought and behavior that they
receive from their experiences. Those changes will affect their personality and
lead them into a development of personality.
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CHAPTER II
THEORETICAL REVIEW
A. Review of Related Studies
In order to support the study, it is necessary for the writer to discuss the
previous studies that have been done related to the topic of this study.
There are two researchers from Sanata Dharma University that discuss the
same topic as in this study. The first is Dessy Christanti, a student of Language
and Arts Education Department of Sanata Dharma University on 2004, in her
study entitled The Impact of Child Abuse on Dave Pelzer’s Self Esteem as
Revealed in his Trilogy, A Child Called ‘It’, The Lost Boy, and A Man Named
Dave focuses on the kinds of abuse experienced by the main character, Dave,
when he is a child and the impacts of the abuse on his self-esteem. She describes
that Dave experiences three kinds of child abuse: physical abuse, emotional abuse,
and neglect. She proves that the abuses Dave experienced strongly affect Dave’s
self-esteem. Before the abuse, Dave is a child with a high self-esteem. During the
abuse, Dave loses most of his self-esteem due to the physical and emotional
abuse, as also neglect of his mother. After Dave was rescued, he succeeds in
proving that he is able to survive and regain his self-esteem (Christanti, 2004:
xiii).
Meanwhile, Dewi Kurniawati, a student of English Letters Department of
Sanata Dharma University on 2008, in her study entitled The Effects of Abuses on
Jerry Houseman’s Personality Development as a Pedophile and on Robbie
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Young’s as his Sexual Abuse Victim in Scott Campbell’s Touched focuses on Jerry
Houseman’s personality development as a pedophile and Robbie Young’s
personality development as his sexual abuse victim, and the pattern that can be
depicted from their personality development. She describes Jerry Houseman as a
pedophile and Robbie Young as his sexual abuse victim show personality
development as the defensive mechanism in facing some problems in their lives
that can be seen from their personality changing from their childhood into
adulthood. Their personality development also show co-relational pattern namely
cause and effect relationship. Both characters’ personalities show the reflection of
their childhood experiences. She also states that one thing in human’s life
influences another and has a causality pattern (Kurniawati, 2008: x).
The two studies reviewed above describe the same topic that is about the
impact of abuse on one’s psychological life. The first study discusses the impact
of child abuse on Dave Pelzer’s self esteem. The second study discusses the
effects of abuses on Jerry Houseman’s personality development as a pedophile
and on Robbie Young’s as his sexual abuse victim. This study has the same topic
from the two previous studies. This study uses Jaycee Dugard’s A Stolen Life in
which there is no one has ever discussed yet about the impact of abuse that Jaycee
Dugard experienced on her personality development.
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B. Review of Related Theories
1.
Theory of Memoir
Non-fiction works are literary works which are dealing with facts and
events rather than imaginative narration. They are divided into several kinds of
genre such as biography, autobiography, diary or journal, memoir, and so on.
Abrams in A Glossary of Literary Terms explains that
Late in the seventeenth century, John Dryden defined biography neatly as
"the history of particular men's lives." The name now connotes a relatively
full account of a particular person's life, involving the attempt to set forth
character, temperament, and milieu, as well as the subject's activities and
experiences. Autobiography is a biography written by the subject about
himself or herself. It is to be distinguished from the memoir, in which the
emphasis is not on the author's developing self but on the people and
events that the author has known or witnessed, and also from the private
diary or journal, which is a day-to-day record of the events in one's life,
written for personal use and satisfaction, with little or no thought of
publication (1999: 22).
Each of non-fiction works has its own characteristics. Memoir is different
from the other non-fiction works. The focus of memoir is telling the events and
the people who are related to. Kuiper in Prose: Literary Terms and Concepts
explains
Autobiographies that usually emphasize what is remembered rather than
who is remembering are known as memoirs. The author, instead of
recounting his life, deals with those experiences of his life, people and
events that he considers most significant (2012: 192).
A memoir is linked as a sub-category of autobiography. It is author’s self
writing that represents a portrait of human’s real life experiences, especially about
the person and events. Kuiper also explains the difference between autobiography
and memoir.
The memoir is a history or record composed from personal observation
and experience. Closely related to, and often confused with,
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autobiography, a memoir usually differs chiefly in the degree of emphasis
placed on external events. Whereas writers of autobiography are
concerned primarily with themselves as subject matter, writers of memoir
are usually persons who have played roles in, or have been close observers
of, historical events and whose main purpose is to describe or interpret the
events (2012: 208).
The writers of memoir place their focus on the description of the events in
which they have played roles in those events. Usually a memoir tells about a
record of events and makes it into a story such as nostalgia, spiritual journey,
survival, war, travel, abduction, and many others.
2.
Theory of Abuse
Wilson et al. in Abnormal Psychology say that abuse is maltreatment,
injury, or neglect that can take many forms. It can be physical, emotional, or
sexual in nature (1996: 544). Abuse is a kind of bad treatment that is conducted by
a person to another person. In other words, Hunt in How to Rise Above Abuse
points out all forms of abuse--emotional, verbal, mental, physical, spiritual, and
sexual--damage a person’s sense of dignity (2010: 154). Abuse is categorized into
several kinds in which all of them have negative impacts to one’s personality. In
addition, she says that abusive behavior can be aggressive or passive, physical or
psychological, and direct or indirect. Regardless of the method, all abusive
behavior comes from those with hardened hearts who want to punish, coerce, and
control (2010: 310). Abuse is an intimidation or manipulation of a person into
another's psyche in order to control, force, and punish the victim.
This study discusses five types of abuses and the impacts. The following is
the explanation of each types of abuse and the impacts on personality.
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a.
Types of abuse
Abuse is categorized into several kinds such as physical, sexual,
emotional, verbal, neglect, or the combination of any or all of these.
i.
Physical Abuse
Physical abuse is acts of physical aggression by one individual against
another, often leading to fear and injury (Wilson et al., 1996: 544). Physical abuse
is the easiest abuse to be observed because it usually leaves marks or scars and
causes pain. It has injurious effects to the victim that derive from the behavior of
the doer.
ii. Sexual Abuse
Hunt states that sexual abuse of a child is any physical, visual, or verbal
interaction with a minor by an older child or adult whose purpose is sexual
stimulation or sexual satisfaction (2010: 17). Sexual abuse can take many forms
of activities. The perpetrators conduct sexual abuse to obtain satisfaction of their
sexual desire. Pritchard says that sexual abuse is interference with and needless
touching of child’s genitalia, forcing child to view or touch or sexually manipulate
adult, penetration attempted or achieved of genital or anal area, sexual innuendo
or threats, showing or making pornography (2004: 12). These sexual activities are
forced on the victim because there is a sexual desire of the doers that want to
satisfy their lust.
Rape is a part of sexual abuse. Wilson et al., quoted in Koss, give
information about rape. Rape refers to unwanted or nonconsensual sexual activity
that is forced or coerced against another individual (1993: 547). In other words,
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rape is a sexual activity without any consent or permission that is done by
someone to another with force or threat.
Sexual abuse has many bad impacts on victim’s life. Later their
personality develops into negative. Crosson-Tower says that feeling out of control
or powerless becomes a major problem for the past victim of sexual abuse. Fears
permeate his or her life. Nightmares, phobias, and attacks of anxiety keep the
individual ever-mindful of the abuse and of the terror or pain associated with it.
Decisions become difficult (2008: 396). Moreover, Ferrara tells a child who has
been sexually abused often receives contradictory messages about psychosocial
aspects of life that he or she may develop distorted cognitions of self in many
aspects of personality development (2002: 124).
iii. Emotional Abuse
Emotional abuse is also known as mental abuse or psychological abuse.
Emotional abuse is any ongoing negative behavior used to control or hurt another
person. It scars the spirit of the one abused (Hunt, 2010: 154). Emotional abuse
has bad impacts on victim’s psychological life. Pritchard says that emotional
abuse is described as threats to injure or kill, constant sneering or sarcasm or
belittling, throwing away or destroying toys, forbidden to speak or play,
scapegoat, favoritism to sibling, locked in room or confined space (2004: 12). The
abusers conduct some actions of emotional abuse to threat the victim in order to
control and gain compliance.
Emotional abuse creates a climate of fear to the victims and it can change
their personality indirectly. Crosson-Tower explains about the impact of
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emotional abuse, especially about the children who experienced it. She says that
children who are emotionally or psychologically abused demonstrate anger,
behavior problems, depression, withdrawal, and somatic complaints (2008: 223).
In other words, Hunt tells the damage of emotional abuse can last far longer than
damage from any other kind of abuse. A broken arm will soon heal; a broken
heart may take a lifetime to heal. After extended periods of emotional abuse,
many victims lose hope, feeling that life is not worth living (2010: 154).
Emotional abuse causes a long-term psychological harm and impacts victims’
perspective in seeing their life. They will feel hopeless, worthless, unwanted,
unloved, and they will also experience maladjustment.
iv. Verbal Abuse
Hunt states that verbal abuse is the use of words or tone of voice in an
attempt to control or hurt another person and to destroy that person’s self-worth.
She gives some examples of verbally abusive language such as controlling with
criticism or sarcasm, disempowering by continually dictating orders, intimidating
by yelling or threats, overpowering by always claiming to be right, and silencing
with constant interruptions or changing topics (2010: 166). Verbal abuse happens
when the abuser verbally assaults the victim to create a climate of fear and gain
control over the victim.
Pritchard tells about a review that the psychiatrist Philip Ney (1987) found
in a study of 154 children investigated following complaints of various kinds of
abuse that it was verbal abuse ‘which left the deepest scars’. Cruel words,
repeated day after day, and the belittling and demeaning of the child’s efforts to
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become a self-regarding young person were more demoralizing than cruel blows
(2004: 25). Verbal abuse, in addition to emotional abuse, also causes a long-term
psychological harm which has a negative impact on one’s personality as it is
stated above. Hunt also point outs that verbal abuse injures the feelings of others
with reliving, insulting, or contemptuous words (2010: 157). The injury of feeling
is one example of the impact of verbal abuse.
v.
Neglect
Neglect is inadequate supervision and lack of attention to the physical and
emotional needs (Wilson et al., 1996: 551). Neglect is divided into physical and
emotional neglect. Physical neglect includes not providing sufficient food,
clothing, and medical care. Emotional or psychological neglect includes lack of
emotional support and love.
b.
The impact of abuse on personality
After describing kinds of abuse, the writer also states the impact of abuse
on personality. Abuse relates to conditioning, since both of them are affecting
each other. Feist tells that one basic assumption of Skinnerian conditioning is that
reinforcement shapes behavior. Several thousand studies with both animals and
humans have demonstrated the power that conditioning has to change behavior or
personality (2006: 461). Changes in personality occur when new behaviors
become stable over time in a different situation. Related to the environment,
forces in our environment such as abuse are constantly shaping one’s personality.
Abuse results in physical, sexual, emotional, and verbal harm. Pritchard in
The Child Abusers shows the impact of abuse to one’s personality. He says child
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maltreatment is acts of abuse and neglect which may cause physical and
psychological harm to a child or young person. He also states a review from the
previous research conducted by some researchers.
The lessons from research (Bagley and Thurston 1996; Bagley and
Mallick 2000) are that while some resilient children escape the most
horrendous types of abuse unscathed (Rutter 1985), for the majority abuse
of various kinds, can cause short- and long-term harm to the developing
child’s adjustment, and to his or her adult adaptation (Quinton and Rutter
1988; Oliver 1988; Bagley and Thurston 1996; Bagley and Mallick 2000).
(2004: 11).
In that research, it says that although the victims can escape the abuse
without experiencing physical injury, the abuses they received cause short term
and long term harm on their psyche and personality for many years. Wilson et al
also point out some examples about the impact of abuse that is experienced by
abused children. He states
Anxiety symptoms in the form of posttraumatic stress disorder are also
commonly found in children who have been severely abused. Such
symptoms may include memories that intrude into the child’s mind, even
though they are stressful and unwanted. In addition, a numbing or
deadening of sensations often occurs, because allowing sensations to come
into consciousness may make the child anxious or depressed (1996: 553).
3.
Theory of Personality Development
Kalish in The Psychology of Human Behavior states that personality is the
dynamic organization of characteristic attributes leading to behavior and
distinguishing one individual from other individuals (1973: 52). Personality has a
dynamic characteristic. Human’s thought, behavior, and experiences will lead
them into a development of their personalities. Kalish proves it by saying that
human is constantly changing and that each change affects the entire personality
in such a way that the original change may itself be affected (1973: 52).
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Moreover, Ruch in his book Psychology and Life explains that all definitions of
personality attempt in one way or another to include the whole person such as all
the abilities, tendencies, and other innate or acquired characteristics that are more
or less consistent from one day to the next and distinguish him from other people
(1967: 111). Personality has been viewed as the individual’s most dominant
characteristics such as the ways of acting, thinking, and feeling that make each
person different from the other person.
Ferrara in Childhood Sexual Abuse: Developmental Effects Across the
Lifespan discusses about Ericsson’s psychosocial theory. She says that it is
important to understand personality development across the lifespan, particularly
how abuse may impact each developmental stage in a unique yet universal manner
(2002: 124). She points out that Ericsson focuses on the social interactions that
impact adult personality attributes. Ericsson proposes eight psychosocial stages of
life that must be successfully overcome to achieve a fully integrated ego. He says
a child must successfully complete tasks related to each of the eight stages with
either positive or negative outcomes, either of which shape the child’s
psychological perspective of the world and self. If the child experiences degrading
or unsuccessful events during any respective developmental stage, negative
perceptions of self may arise (2002: 124). In this study, the writer only discusses
two stages because those discussed stages refer to the main character’s range of
age at the moment she is kidnapped and abused. The main character is kidnapped
when she is 11 and finally she is found and released by the police when she is 29
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years old. Related to her age in abduction, the writer discusses stage IV and stage
V.
i.
Stage IV: industry versus inferiority
The domain of this stage is between 6 years until puberty. This stage is a
time when children begin to acquire a sense of self-efficacy versus inferiority.
Excessive criticism and harsh reprimands for errors, omissions, or failures from
caretakers further restrict a child’s ability to form an industrious attitude. Rather, a
sense of defeat sets in along with the attitude. In instances of abuse, a child’s
sense of inferiority becomes worsen by the actions of cruel and harshly critical
caregivers, potentially resulting in a long-standing sense of inferiority (2002:
126). Normal children will acquire self-efficacy in which they become
industrious, feel confident and proud of themselves. However, children who are
criticized and reprimanded harshly will feel inferior. A sense of inferiority in
children who are abused becomes worse by abusive acts they receive and it results
in a long-standing sense of inferiority. Inferiority occurs when the children feel
discouragement.
ii. Stage V: identity versus confusion
The domain of this stage is between puberty to young adulthood. This
stage is the most significant for all individuals, where a self-identity is formed
based upon past experiences and environmental influences. Identity crises can
evolve for any number of reasons. If adverse events have impacted a child during
earlier stages, the child may develop mistrust, shame, doubt, guilt, and a sense of
inferiority, all elements associated with abuse survivors. The child’s life path is
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restricted by negative experiences, and the child cannot move forward with
confidence and a positive identity. Abused children may withdraw from their
environments due to a sense of shame, worthlessness, and self-doubt. Therefore
they may not assertively seek out opportunities, as compared to adolescents who
were free of unwanted oppression during childhood (2002: 126). Identity crises
may occur in children who experienced abusive acts previously. They will feel
mistrust, shame, doubt, guilt, and a sense of inferiority. Their life is restricted by
negative experiences in which they cannot move forward with confidence and a
positive identity. Abused children will feel a sense of shame, worthlessness, and
self-doubt.
4.
The Relation between Literature and Psychology
There is a close relation between psychology and literature. According to
Wallek and Warren, psychology and literature have a close relation in which some
works of literature talk about psychological cases. They also discuss that
characters in plays and novels are judged to be “psychologically” true. Sometimes
a psychological theory, held either consciously or dimly by an author, seems to fit
a figure or a situation (1956: 91-92).
Kalish also elaborates another explanation about literature and psychology.
Literature and psychology are two subjects that can be a media to explain human’s
life. He states that literature “holds the mirror up to the man”. A good writer or
novelist can communicate the feelings of his characters and make them seem
more life-like than the real people whose behavior the psychologist attempts to
describe. The writers can use the understanding provided by psychologists to
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enrich their stories, and psychologists can gain in their understanding of human
behavior by drawing from the deep sensitivity of good authors (1973: 8).
Moreover, Kennedy states that modern psychology has had an immense
effect on both literature and literary criticism. Psychological criticism is a diverse
category, but it often employs three approaches. First, it investigates the creative
process of the artist. The second major area for psychological criticism is the
psychological study of a particular artist. Most modern literary biographies
employ psychology to understand their subject’s motivations and behavior. The
third common area of psychological criticism is the analysis of fictional characters
(1999: 1947).
Literature and psychology are two subjects that can be a media to explain
human’s life. Literature depicts human condition in narrative way while
psychology studies human’s personality systematically. Both subjects have one
common purpose that is to depict human life. People can learn psychology that
may be revealed in works of literature by analyzing the works.
C. Theoretical Framework
This study discusses the impact of abuses to the main character’s
personality development. This study has three main objectives. The first objective
is describing the main character’s characteristics. The second objective is
identifying the kinds of abuses experienced by the main character. After knowing
the description of the main character and the abuses the main character
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experienced, the last objective is examining the impacts of abuses on the main
character’s personality development.
The theories used in this study are theory of memoir, theory of abuse, and
theory of personality development. Three problems are formulated in this study.
In answering the first problem, the writer uses theory of memoir. Theory of
memoir is used to give a clear description about the author as the main character
that is written by the author’s own and to tell the events of receiving abuses that
are experienced by the main character. In answering the second problem, the
writer uses theory of abuse to discover what kinds of abuses that are experienced
by the main character. In answering the third problem, the writer uses theory of
abuse and theory of personality development. Theory of abuse is used to
understand the impact of abuse on human personality development. Theory of
personality development is used to know how human personality develops and
also how personality can be influenced by some factors such as abuse. The
explanation of the relation between literature and psychology is needed to prove
that there is a relation between human being in reality and character in literary
works and also to understand how psychology helps the writer in doing analysis
toward a character in literary work.
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CHAPTER III
METHODOLOGY
A. Object of the Study
The l