SEXUAL DEVIATION ANALYSIS
ON SHEBA HART’S
CHARACTER IN FILM
NOTES ON A SCANDAL
BY ZOE HELLER
NUR WIHDA AHDIYATI NURI NIM. 203026002136
ENGLISH LETTERS DEPARTMENT
LETTERS AND HUMANITIES FACULTY
STATE ISLAMIC UNIVERSITY “SYARIF
SEXUAL DEVIATION ANALYSIS
ON SHEBA HART’S
CHARACTER IN FILM
NOTES ON A SCANDAL
BY ZOE HELLER
A Thesis
Submitted to Letters and Humanities Faculty In Partial Fulfillment of the Requirements for
the Degree of Letters Scholar
NUR WIHDA AHDIYATI NURI NIM. 203026002136
ENGLISH LETTERS DEPARTMENT
LETTERS AND HUMANITIES FACULTY
STATE ISLAMIC UNIVERSITY “SYARIF
ABSTRACT
Nur Wihda Ahdiyati Nuri, Sexual Deviation Analysison Sheba Hart’s Character
in Film Notes on a Scandal By Zoe Heller. A Thesis. Jakarta: Letters and Humanities Faculty, State Islamic University “Syarif Hidayatullah”, May2009.
This analysis is aimed at finding out the sexual deviation on the character of Sheba Hart as a main character viewed from Psychology concept. The writer uses descriptive qualitative analysis as the method to analyze the relationship both the main character and the abnormal psychology concept.
In this analysis, the writer finds out the main character, Sheba Hart as a wife, a mother, and a teacher who kind-hearted, friendly, patient, attentive and good nurturer. She also finds out that Sheba is a person who faces a sexual deviation which is pedophilia. She deals with pedophilia according to the abnormal psychology concept.
According to abnormal psychology, there are four causal categories of a person who faces pedophilia, they are the personally immature offender, the regressed offender, the conditional offender, and psychopathic offender. Agree with the character who showed by Sheba Hart, in this research the writer gets the analysis toward the personally immature offender. The immature offender occurred by inability to establish or maintain satisfactory interpersonal relationships with male peers during her adolescent, young adult or adult life. It is more deep-seated personality conflicts and frustrations from which relief is sought. Those things have experienced by Sheba inNotes on a Scandalfilm. The immature faces more deep-seated personality conflicts and frustrationsin Sheba’s
APPROVEMENT
SEXUAL DEVIATION ANALYSIS
ON SHEBA HART’S
CHARACTER IN FILM
NOTES ON A SCANDAL
BY ZOE HELLER
A Thesis
Submitted to Letters and Humanities Faculty In Partial Fulfillment of the Requirements for
the Degree of Letters Scholar
NUR WIHDA AHDIYATI NURI NIM. 203026002136
Approaved by:
Elve Oktafiyani, M. Hum NIP. 150 317 725
ENGLISH LETTERS DEPARTMENT
LETTERS AND HUMANITIES FACULTY
STATE ISLAMIC UNIVERSITY “SYARIF
LEGALIZATION
This thesis entiled “Sexual Deviation Analysis on Sheba Hart’s Character in
Film Notes on Scandal by Zoe Heller” has been defended before the Letter and Humanities Faculty’s Examination Committee on May 28th, 2009. The thesis has already been accepted as a partial fulfillment of the requirement for the degree of Strata 1.
Jakarta, May 28th, 2009
Examination Committee
Chair Person, Secretary,
Dr. H. Muhammad Farkhan, M.Pd Drs. Asep Saefuddin, M.Pd
NIP. 150 299 480 NIP. 150 261 902
Members:
Inayatul Chusna, M.Hum Moh. Supardi, M.Hum
DECLARATION
I hereby declare that this submission is my own work and that, to the best of my
knowledge and belief, it contains no material previously published or written by
another person nor material which to a substantial extent has been accepted for the
award of any other degree or diploma of the university or other institute of higher
learning, except where due acknowledgement has been made in the text.
Jakarta, May 28th2009
ACKNOWLEDGEMENT
In the Name of Allah, the Most Gracious, the Most Merciful
All praises be to Allah SWT. The real writer’s guide, who
mysteriously guides her in the process of making this thesis. Peace and salutation be upon the greatest prophet Muhammad SAW, his family, companions and adherents.
On this occasion, the writer wants to say many thanks to her beloved parents: Drs. H. Thoyib S, M.Pd and Hj. Siti Rodhiyati that always pray for her success in the night and the day. Their sacrifice will never be equally paid. The writer also wants to give her gratitude to Elve Octafiyani, M. Hum, as the writer advisor for her time, guidance, patient, kindness, and contribution in correcting and helping her in finishing this thesis.
The writer also would like to express the writer’s trustworthygratitude to the following noble persons:
1. Dr. Abdul Chaer, MA, the dean of Letters and Humanities Faculty. 2. Dr. H. Muhammad Farkhan, M. Pd, the head of English Letters
Department.
3. Drs. Asep Saefuddin, M.Pd, the secretary of English Letters Department.
4. All of the lectures in English Letters Department for their guidance, patience, kindness, and support the writer during study at
State Islamic University “Syarif Hidayatullah”.
5. All staff of the library of Letters and Humanities Faculty, the library of main library of UIN Jakarta, and all staff of the Letters and Humanities Faculty.
6. The writer’s parents, especially for H. Syamsuddin and Hj. Tumih,
one by one. Thank you so much for your pray, support, great
affection and goodness that very useful for the writer’s motivation.
7. The writer’s inspiration and soul mate: Adam “t@MaNahW@”.
He is the only boy who gives her loves and affections in all sincerity. He is a soulmate always gives her full attention.
8. The writer’s brothers and sisters: Aank, Icko, Rai, D-goy, Neng,
and Oo. Amin, pajri and ‘black’ thank for your help for printing
paper and for searching of her paper data via internet in Rai Net. 9. The writer’s spiritual teacher: ustad Rachmat and Bapak Abdullah
who always offers a prayer for her success.
10.The writer’s close friends, Meutia Sari “mute”, gang of smuthers
and those who can not mentioned one by one.
11. The writer’s friends in the Faculty: Dewi and May for her translate, Adhit, Sarah and Arie and those can not be mentioned one by one.
May Allah, the all-Hearer and all-Knower, bless them all and gives them more that what they have given to the writer. Hopefully, this thesis gives benefit for all people who read it.
Jakarta, May 28th, 2009
TABLE OF CONTENTS
ABSTRACT ... i
APPROVEMENT ... ii
LEGALIZATION ... iii
DECLARATION ... iv
ACKNOWLEDGEMENT ... v
TABLE OF CONTENTS ... viii
CHAPTER I. INTRODUCTION ... 1
A. Background of the Study ... 1
B. Focus of the Research ... 3
C. Research Questions ... 4
D. Objectives of the Study ... 4
E. Significances of the Study ... 4
F. Research Methodology ... 4
CHAPTER II. THEORETICAL FRAMEWORK ... 6
A. Character ... 6
B. Abnormal Psychology ... 9
1. Definition of Abnormal Psychology ... 9
2. Sexual Deviation ... 10
CHAPTER III. RESEARCH FINDING... 19
A. Data Description ………... 19
B. Analysis ….…………... 23
1. The Character of Sheba Hart ... 23
2. Sheba Hart’s Pedophilia ... 27
CHAPTER IV. CONCLUSION AND SUGGESTION ... 35
A. Conclusion ... 35
B. Suggestion ... 36
BIBLIOGRAPHY ... 37
APPENDIX ... 40
Appendix I ... 40
CHAPTER ONE INTRODUCTION
A. Background of The Study
Film is a media in the form of audiovisual that shows the work to all
people and getting feedback. The Dictionary of Oxford Learner mentioned that
the definition of film is a story, which is recorded as a set of moving pictures to
play on television or at the cinema; a roll or sheet of thin flexible plastics is
sensitive to light, for use in photography.1 The French director Robert Bresson
puts in a book ofAn Introduction Film Artis “A film is part of the image are not included in the theatrical version, but they are put into full-frame videos to give a
TV shaped picture.” When the script is hammered out, the idea for the film may be radically modified; the script’s presentation of the action may be drastically changed in shooting; and the material that is shot takes on new significance in the
process of assembly.2
There are any films that are adapted from the novel. Film adaptation is the
transfer of a written work to a feature film. It is a type of derivate work. A
common form of film adaptation is the use of a novel as the basis of a film, but
film adaptation includes the use of non-fiction including journalism,
autobiography, comic book, scripture, plays and even other films. From the
1
A S Hornby, Oxford Advanced Learners’s Dictionary of Current English,ed. Jonathan Crowther (Oxfrod: Oxford Unioversity Press, 1995), p. 434.
2
earliest days of cinema, adaptation has been nearly citation needed as common as
the development of original screenplays.3
There have been instances of novelist who have worked from their own
screenplays to create novels at nearly the same time as a film. Both Arthur C.
Clarke with A Space Odyssey and Graham Greene with The Third Man have
worked from their own film ideas to a novel form. Although the novel version of
The Third Man was written more to aid in the development of the screenplay than
for the purposes of being released as a novel. Both John Sayles and Ingmar
Bergman write their film ideas as novels before they begin producing them as
films, although neither director has allowed these prose treatments to be
published.
Notes on a Scandalfilm is a 2006 Academy Award-nominated British film
which is Patrick Marber’s fourth produced screenplay. It is a film adapted from
the 2003 novel“Notes on a Scandal”by Zoe Heller. Patrick Marber is an English
comedian, a playwright, a director and an actor. Patrick Marber was also sole
screenwriter who earned an Academy Award nomination for Best Adapted
Screenplay. Whereas Zoe Heller is an English journalist and novelist.
In this film there are some of the main characters, such as Sheba Hart
(Cate Blanchet), Barbara Covett (Judi Dench), Steven Conolly (Andrew
Simpson), and Richard Eyre (Bill Nighy). But, the writer chooses Sheba Hart
character as an object of the research. This film tells about an affair between a
3
young art teacher, Sheba Hart and her underage pupils, Steven Connolly which is
demolished by Sheba’s colleague teacher, Barbara Covett.
It begins when Barbara, a teacher history at a comprehensive school in
London meets the new art teacher, Sheba Hart. Barbara feels drawn to Sheba and
is happy to find that Sheba maybe the one. Nevertheless, when Barbara discovers
Sheba’s affair with Steven Conolly, her student in underage pupils, Barbara
confronts her. Then, Sheba asks Barbara not to tell her affair to her family and the
school administration until Christmas. Barbara explains that she does not intend to
tell as long as Sheba ends the relationship. However, Sheba cannot end her affair
with her student until Christmas. Barbara becomes increasingly angry and tells
Sheba’s affair to a fellow teacher, Brian. Finally, Brian reports playground rumor
to Steven’s mother and head of comprehensive school.
Based on the explanation above, the writer is interested in analyzing the
character of Sheba Hart viewed from the theory of psychology that can be
connected with the theory of sexual deviation that refers to Sheba’s pedophilia in
filmNotes on a Scandalby Patrick Marber.
B. Focus of the Research
C. Research Question
Based on the background of the study above, the writer would like to make
research question as follow:
How is the Pedophilia described in the character of Sheba Hart in theNotes on a
Scandalfilm By Zoe Heller?
D. Objectives of the Study
The objective of this research is to know how the description of pedophilia
in the character of Sheba Hart.
E. Significance of the Research
The writer hopes this research can be used for the English Department as
one of the references in the studying of the psychology or literary work. The result
of this analysis also will help the readers to give the information about abnormal
psychology that used to express the Pedophilia in filmNotes on a Scandalby Zoe
Heller.
F. Research Methodology 1. Method of the Research
Based on focus of the research above, so the writer uses descriptive
qualitative method which tries to analyze and to give enough understand about
the facts and the next will be analyzed based on the relevan theory of
2. Data Analysis
The collected data are analyzed by using the theory of abnormal
psychology. First, the writer gives description about the film Notes on a
Scandal.Second, the writer began to analyze the psychological problem of the
main character through abnormal psychology concept.
3. Unit Analysis
Unit analysis that is used in this research is the film script ofNotes on
a Scandal by Zoe Heller that produced by Scott Rudin and Robert Fox on
2006.
4. Place and Time of the Research
This research has been conducted since the 9th semester 2007 until
CHAPTER II
THEORETICAL FRAMEWORK
In this research, the writer uses the theory of character and psychology
to understand the problem faced by the character of Sheba Hart. The theory of
psychology which is used in this research is the theory of abnormal psychology
that is related to the sexual deviation.
A. Character
Some films, through both action and dialogue, focus on the clear
delineation of a single unique character. Although plot is important in such films,
what happens is important primarily because it helps us understand the character
being developed. The major appeal of these characters lies in the qualities that set
them apart from ordinary people. The theme of such films can best be expressed
in a brief description of the central character, with emphasis on the unusual
aspects of the individual’s personality. Characters are the persons presented in
works of narrative who convey their personal qualities through dialogue and
action by which the reader or audience understands their thoughts, feelings,
intentions and motives.4
To be interested in the film as a whole, characters must seem real,
understandable, and worth caring about. For the most part, the characters in a
4
story are believable in the same way that the story is believable. In other words,
they conform to the laws of probability and necessity (by reflecting externally
observable truth about human nature), they conform to some inner truth (man as
we want him to be), or they are made to seem real by the convincing art of the
actor.
Characterization in film has a great deal to do with casting. A major
aspect of film characterization is revealed visually and instantaneously. The
minute we see most actors on the screen, we make certain assumptions about them
because of their facial features, dress, physical build, and mannerisms and the way
they move. Our first visual impression may be proven erroneous as the story
progresses, but it is certainly an important means of establishing character.
Characters in a fictional film naturally reveal a great deal about
themselves by what they say. But a great deal is also revealed by how they say it.
Their true thoughts, attitudes, and emotions can be revealed in subtle ways
through word choice and through the stress, pitch, and pause pattern of their
speech. Actors’ use of grammar, sentence structure, vocabulary, and particular
dialects (if any) reveals a great deal about their characters social and economic
level, education background, and mental processes.
The way other characters view a person often serves as an excellent
means of characterization. Sometimes, a great deal of information about a
character is already provided through such means before the character first
appears on the screen. A complex and intriguing characterization is provided
One other important method of characterization is the use of names
possessing appropriate qualities of sound, meaning, or connotation. This
technique is known as name typing. A screenwriter usually thinks out his
characters’ names very carefully. Because a great deal of thought goes into the
choice of names, they should not be taken for granted but should be carefully
examined for the connotations they communicate.
Another method for analyzing film characterization utilizes three
defferent types of pairings:
a) Stock Characters and Stereotypes
Stock characters are minor characters whose actions are completely
predictable or typical of their job or profession. Stereotypes are characters of
somewhat greater importance to the film. They fit into preconceived patterns
of behavior common to or representative of a large number of people, at least
a large number of fictional people.
b) Static versus Developing Characters
Developing characters are deeply affected by the action of the plot
(internal, external, or both) and undergo some important change in
personality, attitude, or outlook on life as a result of the action of the story.
The change can be of any type but is significant to the total makeup of the
individual undergoing the change. Developing characters become sadder or
wiser, or happier and more self-confident. They might gain some new
awareness of life, become more mature or more responsible, or become more
film. The action does not have an important effect on their lives (as might
generally be the case with the hero of an action/adventure film), or they are
insensitive to the meaning of the action and thus are not capable of growth or
change.
c) Flat versus Round Characters
Flat characters are two-dimensional, predictable characters who lack
the complexity and unique qualities associated with psychological depth. They
often tend to be representative character types rather than real flesh-and-blood
human beings.Round characters or three-dimensional charactersare unique,
individualistic characters who have some degree of complexity and ambiguity
and who cannot easily be categorized.
B. Abnormal Psychology
1. Definition of Abnormal Psychology
Abnormal psychology is the application of the methods, concepts,
principles and findings of general psychology that primarily, the psychology
of perception, learning and development, and social psychology- to deviant
behaviors and experiences. Abnormal psychology is an attempt to understand
and explain the abnormal in the framework of the normal and general.5
Abnormality is all of behaviors or thought processes which are
commonly agreed to be bizarre, unusual or odd. In a book of Psychology by
5
Diane E. Papalia and Sally Wendkos Olds said that: abnormal “is acting and thinking in an extremely bizarre way,…”6
Since the word abnormal literally mean “away from the normal”, it
implies deviation from some clearly defined norm. Social science offers two
ways of distinguishing between the normal and abnormal. One emphasized by
sociologists and anthropologists considers the question meaningful only as it
applies to a particular time: abnormal is that which deviates from society’s
norms. The other, stressed more by psychologists, sets as the basic criterion
the individual’s well-being and the maladaptiveness of his or her behavior.7 2. Sexual Deviation
A human is created as a sexual human by God. The wholeness of
human is performed in the growth of normal and health sexual. Sexual
potential appears in his behavior development. The sexual behavior
biologically guarantee the continuity of human existence in the world. It is
psychologically give a satisfaction of sexual desire. And socially, it is
provided a basis of love and affection between couples according to the
glorious values of his faith.
The glorious values which is proven up to know means positive to the
human’s live who is challenged in a widely free lifestyle. The change of
potential influence the people glorious values. There is much sexual deviation
with its damaging effect.
6
Diane E. Papalia and Sally Wendkos Olds,Psychology(New York: McGraw-Hill Book Company, 1985), p. 517.
7
The development of erogene zone and libido’s choice often suffer a
disturbance or barrier. The physic sexual development is obstructed due to the
abnormal biology’s sex organ and the environment pressure or normal sex
organ with its deviate physic behavior in the environment. In other word, the
atmosphere of environment is influenced sexual behavior.
In broadest sense, the term sexual deviation refers to sexual behavior
that is different or atypical, that does not follow the prevailing patterns
sanctioned by laws or the social mores of the particular society. Since socially
sanctioned sexual patterns differ from one culture to another, among
subgroups within a given culture, and over time, it is apparent that behavior
labeled sexually deviant is not necessarily abnormal or maladaptive in the
sense of being inherently detrimental to the individual or to other people.8
From a psychological point of view, a sexual deviation also termed a
perversion or paraphilia, is best understood as a failure of psychosexual
development. The normal individual progresses from diffuse infantile
sexuality that consists of oral, anal, autoerotic, homoerotic, exhibitionistic,
voyeuristic, and other components.9
Paraphilias (para-deviation, philia-attraction for) refer to sexual objects
or activities which dominate an individual’s life, but are considered abnormal
or deviant.10 A person can have the behaviors, fantasies, and urges that a
person with a paraphilia has (such as exhibiting the genitals to an unsuspecting
8
James C. Coleman,Abnormal Psychology and Modern Life(United State of America: Scott, Foresman and Company, 1976), p. 558.
9
Ephraim Rosen, Ronald E. Fox, and Ian Gregory (1972),op.cit.p. 273
10
stranger or fantasizing about doing so) but not be diagnosed with a paraphilia
if the fantasies or behaviors are not recurrent or if he/she is not markedly
distressed by them.11
There are three points should be noted about the concept of sexual
deviation. First, a sexual deviation is relative to the culture, as is a sexual
offense. For example, in ancient Greece, homosexuality was not considered a
deviation. Second, although most deviations are also sexual offenses, a large
number of offenses- for example, extramarital intercourse or nongenital
heterosexual foreplay- are not deviations. Third, an important component of
the concept of deviation is its stress on persistence in habit patterns. The
individual who occasionally departs from normal sexual behavior is very
different from the persistent deviate.12
Sexual behavior varies in (1) the intensity of the drive and the
frequency of its gratification; (2) the mode of gratification; (3) the sexual
object; and (4) the context within which the drive is aroused and gratified. A
category of sexual deviation corresponds to each of these four dimensions.
1) In nymphomania, satyriasis and promiscuity there is excessive sexual
activity, with inadequate attention to time, place or object.
2) The nature or mode of the sexual act-the “sexual aim of the impulse,” in Freud’s language- is deviant in masturbation, oro-genital or ono-genital activity, voyeurism, exhibitionism, transvestism (obtaining sexual gratification
by wearing clothing appropriate to the opposite sex), sadism and forcible rape,
11
Gerald C. Davison, John M. Neale, and Ann M. Kring,Abnormal Psychology(United State of America: John Wiley and Sons, Inc, 2004), p. 441.
12
and masochism. Each mode of sexual activity may occur with a variety of
different sexual objects. For example, in autoerotic masturbation the
individual is his own object; in mutual masturbation the object may be an
adult of the same sex, an adult of the opposite sex, a child and so forth.
3) The object of the sexual act is deviant in homosexuality, fetishism,
preference for children (pedophilia), bestiality (Zoophilia), incest and so forth.
4) The social and physical contexts are deviant in prostitution. The use of
pornography is not a sexual deviation unless such materials come to take the
place of a live sexual object.
3. Pedophilia
Pedophilia is from the Greek languagepaidos that means a child. The
main characteristic of pedophilia is the recurrent intense sexual urges and
sexually arousing fantasies involving sexual activity with a prepubescent child
or children. To get the diagnosed of pedophilia, a person must be at least 16
and at least 5 years older than the child.13 Some people with pedophilia are
sexually attracted to children only, and some are aroused by both children and
adults (APA, 2000).14
Although there are relatively few reports of females with pedophilia,
they do exist (Arndt, 1991: Rowan, 1988). Glynis Whiting produced an
in-depth investigation on one of the most under-reported crimes in North
America. Ms. Whiting wrote and directed a provocative documentary, “When
13
Jeffrey S Nevid, Spencer A. Rathus, and Beverly Greene,Psikologi Abnormal/Edisi kelima jilid 2(Jakarta: Penerbit Erlangga, 2003), p. 82.
14
Girls Do It: The Story of Female Sex Predators”. As Ms. Whiting states, “We
are always shocked to hear stories of sexual abuse, but it seems all the more
disturbing when the abusers are women.”15
Boys are especially harmed when they are victims of sexual abuse by
women. Our culture will still refuses to accept that sexual abuse happens to
girls and may even blame the female child or adolescent when it does. When
sexual abuse happens to a boy society blames him, but in a different way. One
of the most harmful cultural beliefs is that sexual abuse to boys by women is
harmless. Women are viewed as maternal and nurturing. Because of these
stereotypes, women are given greater freedom than men in touching children
and expressing feelings for them. As a consequence, when a female with
pedophilia embraces, kisses, or caresses a child, her behavior may be viewed
as nurturing rather than sexual. But when a male not having pedophilia does
the same thing, his behavior may be misinterpreted as sexual.
There are four types and several characteristics proposed of adult
female sexual offenders who sexually abuse children and teens based on the
information from reports of the Safer Society Press by Allen C. (1991) about
Women and Men Who Sexually Abuse Children in A Comparative Analysis.16
Four types of adult female sexual offenders:
a) Predisposed familial offender: An adult female family member who has a
history of trauma and is predisposed to sexual offending and other types of
child maltreatment as an outcome of her own history of sexual abuse and
15
http://sexual-abuse.suite101.com/article.cfm/female_sex_offenders/September 5, 2009.
16
violence. This typology would include a woman who is currently the victim of
domestic violence by a male who is also sexually offending. This category
recognizes the risk of previous and current victimization in the developmental
pathway to sexual offending for females either alone or with a partner.
b) Developmentally delayed offender: An adult female who indicates a
developmental delay that is diagnosed by a standardized test or assessment.
This category recognizes the impact developmental problems and organic
syndromes can have on a history of sexual offending for this group of females
as well as their risk for a history of sexual victimization.
c) Child exploiter offender: An adult female who is a non-family member
and has a history of exploiting her dominant relationship or authority status
with a child or adolescent. This category recognizes the cognitive distortions
that may be distinct to this category of female offender in terms of believing
that her sexual abuse of a child or teen is based on mutual attraction and love
interests rather than on planned manipulation of a minor for her own sexual
and emotional gratification.
d) Violent female offender: An adult female who primarily uses physical
coercion to commit her sexual offenses and may share characteristics of the
above categories of typology. These women most often resemble the
predatory type of aggressive sex offender who has a predominant need for
Several characteristics of female sex offenders:
a) The majority of women who are reported are between 22 to 33 years of
age. But Mohr et al (1962) found a distinct trimodal age distribution, with
peaks in adolescence, the thirties and the fifties. The adolescence were
retarded psychosexually and socially. The thirties were tended to
regression, severe marital and social maladjustment and alcoholism. The
oldest were characterized by loneliness and either actual impotence or
concern about impotence.17
b) A high percentage of females who commit sexual abuse have experienced
sexual abuse as children or teens and can have victimization histories
twice the rate of men who sexually offend.
c) They often have a history of alcohol and or drug abuse.
d) A high percentage of females are in the family or the perpetrator is close to
the victim- friend, teacher, coach, sitter, clergy.
e) A majority are employed in professional jobs or as manager.
f) Women do not tend to show a victim age preference in the same manner
that male sex offenders do.
g) Most of them have married or divorce and have child.
The causes of pedophilia are complex and vary. A number of cases are
suitable with weak, lazy, a rigid social relationship people stereotype and a
solitary who is threatened of adult relationship and turn into the child to get
the sexual satisfaction with children(Ames & Houston, 1990). In the number
17
of other cases, it can be a sexual experience in the age of child with another
child which felt fun, so that, the person wants to feel the joy of his past.
However, in some pedophilia case, the molested person is now able to turn
back the situation as an effort to get the feeling of hold the power.
Based on a book of Abnormal Psychology and Modern Life by James
C. Coleman, there are four causal categories that based on: (a) an intensive
study of 38 pedophiliac offenders living in a segregated treatment center
(Cohen, Seghorn & Calmas, 1969), and (b) in-depth interviews with many
pedophiliacs, some of whom had managed to avoid arrest and others who had
been arrested and served time (Rossman, 1973).
a)The personally immature offender, who has never been able to establish or
maintain satisfactory interpersonal relationships with male or female peers
during his adolescent, young adult, or adult life. This way by far the most
common type. He is sexually comfortable only with children, and in most
cases knows the victim. Usually the act is not impulsive but begins with a type
of disarming courtship which eventually leads to sexual play. Either male or
female children may be the victims.
b) The regressed offender, who during adolescence shows apparently normal
development, with good peer relationships and some dating behavior and
heterosexual experiences.
“However, throughout this period there exist increasing
become increasingly more frequent and result in the breakdown of a relatively stable marital, social and work adjustment. In almost all instances the pedophilic acts are precipitated by some direct confrontation of his sexual adequacy by an adult female or some threat to his masculine
image by a male peer.” (Cohen, Seghorn, & Calmas, 1969, p.
251).
c) The “conditioned” offender. Included here are individuals who have had
their definitive sexual experiences with young boys. This conditioned
behavior continues into adulthood in terms of sexual preference. These
individuals are usually callous and exploitive in their sexual behavior in
search of vulnerable children.
d) The psychopsthic offender. The individuals here are psychopathic
personalities who prey on children in search of new sexual thrills. This
category includes aggressive psychopaths whose behavior is motivated by
both aggressive and sexual components. Such offenders usually have a history
of antisocial behavior and could be described as hostile, aggressive
psychopaths. Ordinarily they select a boy as the object of their aggression.
Psychopaths, particularly those who use coercion are prone to denying their
offenses or placing the blame on their victims.18
18
CHAPTER III
RESEARCH FINDING
A. Data Description
In this chapter, the writer would like to analyze the character of Sheba
Hart. The writer begins the analysis from physical appearance of Sheba Hart, and
her behavior that can be seen from her thought, her statements and her interaction
with other character. Then, the writer would like to discuss about the character of
Sheba Hart that shows the symptom of Pedophilia. The writer tries to describe her
behavior that shows the symptom of Pedophilia.
These are the data that the writer is going to use:
Page Number
Corpus Explanation
Character Pedophilia
24
Richard:You have been gone ages.
Sheba: Barbara was a little… Some school thing. How’s his
nibs.
Richard: Still awake. He’s madly
excited. I said he could stay up for you.
Sheba: And Polly?
Rischard: Depressed. Pete phoned.
They had a row and he’s not
coming tomorrow.
Sheba: Did you think he’s bad
news?
Richard: Well, these older men can be very dodgy.
Polly: Did Daddy tell you? He’s
gonna bin me. I know it.
Sheba: you’re very lovely, darling. He’s very clever enough to
appreciate it.
Polly: I’m fat as fuck, mum. Sheba: he’ll be back.
Polly: I can’t live without him
25
Sheba: Belated Christmas present. Barbara:Thank You. Oh, my word. Asprey.
Sheba: How is she?
Barbara: You are the most
Barbara: Do you fancy a coffee? Sheba: Yeah. Sue! Do you want to join us for a coffee?
Sue: Great. I’ve got a bit of an
announcement. ...
Barbara:You’re pregnant?
Sheba: That’s fantastic.
Congratulation. When are you due?
Sue: June 7.
Sheba: The summer baby. How lovely.
Sue: I can’t believe nobody’s noticed. I’m 14 weeks. Didn’t you see how chunky I’m getting?
Sheba: Didn’t like to say. Where are you having it?
Sue: Homerton. It’s really nice
there. Lovely, friendly nurses.
kind-hearted, friendly, and attentive
26
Steven: Miss, would you have a look at me drawings?
Sheba: I will look in class. You do art, do not you?
Steven: I am not allowed. I am special needs. I gotta do extra reading instead.
Sheba: Did you do these at home? These are good. You can draw.
…
Sheba: I said that I would teach him after school, but only if he felt
Barbara: And you had further relations that day?
Sheba: we went to the art room.
27
Steven: Evening, Miss. Make yourself comfortable.
… (They does sexual intercourse) Steven: You’re into The Streets?
Sheba: Well, my daughter is. Steven: Is she the same age as me? Sheba: None of your beeswax. Steven: Well, anyway, the point is
you’re fit.
Sheba: Well, so are you. … You’he done my brain in.
Steven: You wanna do it again? Sheba: What? Yes. I wanna do it again. I wanna do it again.
Sheba does
not in trouble. I need to talk to him
about an art project….
Steven’s father: Yeah. Come in.
Come in.
Sheba: Thank you.
Steven’s father: It’s just upstairs there. It’s good of you to give him extra lesson. It’s the first on your left. It’s… It’s probably best to
knock.
they teach you anything? We used to worship her. Take it off.
Steven: What’s it for?
Sheba:Just, take it off, please. I’m
still making it.
Steven: Yeah, but why? Sheba:It’s for my son. Steven:But he’s 12, isn’t it?
Sheba: He’s got down’s syndrome.
kind-hearted, mother, her grief over the death of her father the glory days when Richard scooped her up. And then jettisoned wife and children for what she called a nonstop fuckfest.
It is a peculiar trait of the privileged: immediate incautious intimacy. But Sheba went well beyond the tendencies of her class. She was utterly candid, a novice confessing to the mother superior. Sheba: You know, marriage and kids, I mean, it is wonderful, but it does not give you meaning. It gives you an imperative but it does
not help you… My father always used to say, you know, on the tube, “mind the gap”. I do not
know. It is just the distance between life as you dream it and life as it is.
33
Barbara: It must be exhausting, running a family and teaching as
well…
Sheba: I can not wait for term to end. Rol on Christmas and a month of sod all. I should not have kidded my self I could teach.
It is just that I have…I have spent
the last ten years looking after Ben, and I was so desperate to get out and do something. And finally we get him into this great local school and I am free to work. Barbara: You’re gonna be a
terrific teacher.
Sheba: Thanks. But I’m bloody
hopeless, and everyone knows it.
Sheba faces more deep-seated personality conflict and frustation
31
Steven: Thank you, Miss. You’re
beautiful, Miss. You don’t know
how beautiful you are.
Sheba: I hadn’t been pursued like
this for years. I knew it was wrong and immoral and completely
ridiculous, but I don’t know. I just
allowed it to happen.
B. Analysis
1. The Character of Sheba Hart
Pedophilia is not mentally ill in terms of suffering from a psychotic
disorder.19 Not psychologically at ease in usual heterosexual relationship,…
paraphiliacs resort to abnormal sexual activity.20In Notes on a Scandal, Sheba
Hart is the main character has a very important role in developing the story.
Sheba Hart portrayed as a female has almost perfect personalities like
kind-hearted, friendly, patient, attentive and well nurtured that is no relevant to her
naughty behavior and deviate with a prepubescent child.
Sheba Hart is a female art teacher at a London Comprehensive School.
She is almost forty-one years old and a wife from a sixty years old man,
Richard Eyre who works as a teacher. Sheba Hart has two stepchildren, they
are Polly who is about seventeen years old and Benjamin who is about eleven
years old and has Down’s syndrome.
Sheba Hart is a beautiful woman. She has blonde hair and white and
fair skin. She also has a sharp well-formed nose, bright eyes with blue eyeball
and a sharp cheekbone. She has a slim body, too. Although Sheba is not
appeared take care of her body, but she has an attractive in physical
appearance. In her routine, she is seldom to use more make-up. She just uses
the natural and standard make-up like face powder and lipstick. Sheba never
wears the clothes and accessories that appear luxurious. She often wears the
small blouses with bright colors.
19
http://www.healing4women.com,Op.cit, (September 5, 2009)
20
Besides attractive in physical appearance, Sheba has almost perfect
personalities as a kind-hearted, friendly, patient, attentive and well nurtured.
In her family, Sheba shows her kind-hearted, her patient, her attentive and her
well-nurtured characteristic. The dialogue beneath is all of her characteristic
that shows her interest to her family. (See the subtitle on the page 54)
Richard: You have been gone ages.
Sheba: Barbara was a little… Some school thing. How’s his nibs. Richard: Still awake. He’s madly excited. I said he could stay up for you.
Sheba: And Polly?
Rischard: Depressed. Pete phoned. They had a row and he’s not
coming tomorrow.
Sheba: Did you think he’s bad news?
Richard: Well, these older men can be very dodgy.
Polly: Did Daddy tell you? He’s gonna bin me. I knowit.
Sheba: you’re very lovely, darling. He’s very clever enough to
appreciate it.
Polly: I’m fat as fuck, mum. Sheba: he’ll be back.
Polly: I can’t live without him
For her children, Sheba performs her role as an attentive mother and
well nurtured. Sheba tries to compose Polly and gives a warmth hug when
Polly has a problem. Whereas Ben, Sheba has to extra patient in caring Ben
who faces down’s syndrome. Ben can not sleep before Sheba came back to her
home. It proved that Sheba was very loved by her children caused by her
kind-hearted and her interest. Moreover, when Ben did follow his performer in a
drama at his school, Sheba waxes enthusiastic to make a magician hat for
performer of Ben. (See the picture F.1.1 and F.1.2 on the page 97 and the
Steven: Any good?
Sheba: It’s a masterpiece. Don’t they teach you anything? We used to
worship her. Take it off.
Steven: What’s it for?
Sheba:Just, take it off, please. I’m still making it.
Steven: Yeah, but why? Sheba:It’s for my son. Steven:But he’s 12, isn’t it?
Sheba: He’s got down’s syndrome.
Sheba Hart also has a kind-hearted, friendly and attentive
characteristic toward her friends. Although Sheba knows that Barbara21 is a
lesbian, Sheba never insults and hurts her feeling. Even, she is kind-hearted
and attentive to Barbara. For example, Sheba is willing to accompany Barbara
while she needs a friend. Sheba often invites Barbara for lunch or dinner with
her family. Sheba also gives all plate of Sheba’s art created and Christmas
price that is Asprey to Barbara. (See the subtitle on the page 56)
Sheba: Belated Christmas present.
Barbara: Thank You. Oh, my word. Asprey. Sheba: How is she?
Barbara: You are the most wonderful friend.
Beside to Barbara, Sheba also has a close relationship with Sue. Sheba
shows her friendship and her caring to Sue. Sheba often accompanies Sue for
lunch after teaching. Beside that, Sheba also shows her enthusiasm when she
hears that Sue is pregnant. Sheba hugs Sue excitingly. It shows that Sheba is a
kind-hearted, friendly and attentive person. (See the picture F. 1.3on the page
73 and the subtitle on the page 44)
21
Barbara: Do you fancy a coffee?
Sheba: Yeah. Sue! Do you want to join us for a coffee?
Sue: Great. I’ve got a bit of an announcement.
...
Barbara:You’re pregnant?
Sheba:That’s fantastic. Congratulation. When are you due? Sue: June 7.
Sheba: The summer baby. How lovely.
Sue: I can’t believe nobody’s noticed. I’m 14 weeks. Didn’t you see how chunky I’m getting?
Sheba: Didn’t liketo say. Where are you having it?
Sue: Homerton.It’s really nice there. Lovely, friendly nurses.
Whereas to her student, as a teacher, Sheba wants to do well something
for her student. Moreover, when Steven complained to Sheba that he is not
allowed to join the art study because he is a stupid student. Then, Sheba
attempts to discuss about Steven’s desire to the headmaster so that Steven may
follow the art class. When the headmaster refuses the demand of Sheba, Sheba
gives the extra study for Steven. It also shows that Sheba is a kind-hearted, an
attentive person and well nurtured. (See the picture F. 1.4 on the page 73 and
the subtitle on the page 49)
Steven: Miss, would you have a look at me drawings? Sheba: I will look in class. You do art, do not you?
Steven: I am not allowed. I am special needs. I gotta do extra reading instead.
Sheba: Did you do these at home? These are good. You can draw.
…
Sheba: I said that I would teach him after school, but only if he felt
like it. It is our job, isn’t it?
Based on the explained above, out appearance of Sheba shows that
Sheba has a good and perfect behavior. Sheba always shows her cheerfulness
in the face of her family and friends. But why Sheba does the sexual deviation
2. Sheba Hart’s Pedophilia
Pedophilia, according to the Diagnostic and Statistical Manual of
Mental Disorders (DSM) is specified as a form of pedophilia in which a
person either has acted on intense sexual urges towards children, or
experiences recurrent sexual urges towards and fantasies about children.22
Sheba has the recurrent intense sexual urges and sexually arousing fantasies
involving sexual activity with Steven. Sheba and Steven often doing the
sexual activity in many places. In the first sexual intercourse happens in the art
room at their school. (See the subtitle on the page 52)
Barbara: The day we met, it had already begun? Sheba: Yes.
Barbara: And you had further relations that day? Sheba: we went to the art room.
In the second sexual intercourse happens in the train track. Sheba was
lying of Richard and said that she would meet Barbara. In there, Sheba and
Steven are very enjoying in their sexual intercourse. (See the subtitle on the
page 51)
Steven: Evening, Miss. Make yourself comfortable.
… (They does sexual intercourse)
Steven: You’re into The Streets?
Sheba: Well, my daughter is. Steven: Is she the same age as me? Sheba: None of your beeswax.
Steven: Well, anyway, the point is you’re fit.
Sheba: Well, so are you. … You’he done my brain in. Steven: You wanna do it again?
Sheba: What? Yes. I wanna do it again. I wanna do it again.
22
The second dialogue is different with the first dialogue. In the second
dialogue, Sheba does sexual intercourse until twice. Sheba admires Steven to
do sexual intercourse again. It proves that Sheba has the recurrent intense
sexual urges. She is happy to say,“I wanna do it again”.
Then, Sheba kisses Steven in the garage of Sheba’s house. Steven comes to Sheba’s house, saying Happy Christmas and giving a necklace as a gift. In the next day, Sheba and Steven do sexual intercourse in her own room
of Sheba’s house. In there, Sheba only wears a sweeter without shorts whereas
Steven is naked.
To a pedophilia, diagnostic criteria for pedophilia is over a period of at
least six months.23 As someone does sexual abuse to a child, Sheba is a
pedophile more than that over a period of six month. Moreover, she does
sexual intercourse almost one year. She starts her sexual since the first time to
make the acquaintance with Steven until at the end of his study. The dialogue
on the page of twenty six means that Sheba does the sexual intercourse since
she first time to make the acquaintance with Steven. Sheba answers “yes” when Barbara asks “the day we met, it had already begun?”.
The dialogue beneath explain that Sheba has relationship with Steven
for a year and she does not cut her relationship.It is causes of Barbara’s anger. Barbara: There’s someone in your garden!He came over the wall.
Sheba: Ow.. It’s probably the neighbour boy, lost his football.
Barbara: No, he’s going into the summer house! Sheba: It’s just a kid from next door. Forget it.
(Steven calls Sheba but Barbara is receive Steven’s call)
23
Steven:Where are you? I’ve been dreaming about your hot, sweet cunt
all morning. Hello? Hello?
Sheba: Richard’s on his way home. No, I can’t. No, I can’t. I’ll call
you.Barbara! Barbara! I’m sorry. I’m sorry. I’m sorry, Bar. …(See the subtitle on the page 58)
Pete: I’m going to be a wizard.
Barbara: Is that when you’re grown up?
Sheba: No. He’s been cast in his school play. Pete: I gonna wear a cape and my wand....
Richard: amongst next year’s cultural highlights, I greatly look
forward to Benjamin Hart in the key role of “The Wizard”, and I find
myself beside myself with anticipation.
…(See the subtitle on the page 46)
Barbara: I’ve got to go back to the vet’s after it’s done. Will you come with me? I can’t on my own.
Sheba: Of course I would. It’s just that Ben’s doing his play at his school… We’re all going. We’re late, actually.
Barbara: Someone has died!
Sheba:I… I know. And it’s terribly sad.
Barbara: You owe me this!
Sheba: I would if I could. I’m desperately sorry about Portia, but you
can see, I have to go.
Barbara: Think very carefully, madam. Be aware of the consequences. (See the subtitle on the page 61)
Sheba finished her relationship with Steven after Barbara disappointed
by Sheba repeatedly. To the first dialogue, Sheba lies to Barbara for two cases.
The first cases are Sheba said that someone were in her one own’s room is a child’s neighbourhood. The other cases are Sheba said that she would finish her relationship with Steven, but until this time, Sheba is not finished her
relationship yet. Then, Richard’s said on the dialogue “amongst next year’s
cultural highlights, I greatly look forward to Benjamin Hart in the key role of
“The Wizard”” explained that Sheba finished her relationship with Steven is on the next year. When Ben plays in a drama, the conflict happened between
Barbara tells Sheba’s relationship with Steven to Brian forBarbara has said on
“Think very carefully, madam. Be aware of the consequences”.Finally, Brian
reports Sheba’s affair to headmaster until Sheba getting punishment in the
prison.
Boys are especially harmed when he is victim of sexual abuse by
women. One of the most harmful cultural beliefs is that sexual abuse to boys
by women is harmless because women are viewed as maternal and nurturing.
Because of these stereotypes, women are given greater freedom than men in
touching children and expressing feelings for them. As a consequence, when a
female with pedophilia embraces, kisses, or caresses a child, her behaviour
may be viewed as nurturing rather than sexual and its happen to Sheba.
As the dialogue page twenty six about Sheba’s say on”I said that I
would teach him after school, but only if he felt like it. It is our job, isn’t it?”
is a manipulation. Her job becomes her reason of her sexual to Steven. She
wants viewed as a good teacher and a good nurturing whereas she has a sexual
abuse with her student. The dialogue beneath is also describing about a good
Sheba’s nurtured.(See the subtitle on the page 58)
Sheba: Mr. Connolly. I’m Mrs. Hart from St. George’s. Steven’s not in
trouble.I need to talk to him about an art project…. Steven’s father: Yeah. Come in. Come in.
Sheba: Thank you.
Steven’s father: It’s just upstairs there. It’s good of you to give him extra lesson. It’s the first on your left. It’s… It’s probably best to
Steven’s father considers that Sheba would give an extra study for
Steven. He also considers that Sheba is a good nurtured. As the theory
mentions that, there is no suspicion for Sheba as a woman when she does
sexual abuse to a child. Sheba comes to meet Steven to solve their problem.
Sheba is a female sexual offender that exploiting her dominant
relationship or authority status with a child based on mutual attraction and
love interest tends to her sexual gratification. The dialogue beneath proves that
they have love one each other. Sheba says, “I just allowed it to happen” to
show that they have a sexual relationship. As a teacher, Sheba exploits her
dominant relationship or her authority status to a student for her sexual
gratification. (See the picture F. 2.1 on the page 73 and the subtitle on the page
50)
Steven: Thank you, Miss. You’re beautiful, Miss. You don’t know
how beautiful you are.
Sheba: I hadn’t been pursued like thisfor years. I knew it was wrong and immoral and completely ridiculous, but I don’t know. I just
allowed it to happen.
As well as the previous theory, Pedophilia is the act of fondling a child
sexually or attempting intercourse with one. There is emotional immaturity
and one can also suspect the remote cause specified by Kaplan; that is more
deep-seated personality conflicts and frustrations from which relief is
sought.24 It is same cases with what said by Dr. Barbara Turner in online
classes of Books on Sandplay Therapy that a variety of different theories
exists as to the causes of pedophilia. Some researches attribute pedophilia to
24
arrested emotional development; that is, the pedophile is attracted to children
because he or she has never matured psychologically.25
Sheba’s life before married with Richard is very freedom. It showed by her appearances likes a naughty young. She portrays as a free sex girls.
Moreover, she meets Richard in the sex party where in there certainly exist
drinks and prostitutes or sexual activities. To theory of pedophilia, there is one
of the characteristic of pedophile which is they often have a history of alcohol
or drug abuse. The dialogue between Barbara and Sheba shows that Sheba
finds Richard in the sexual party. (See the subtitle on the page 48)
Barbara: She spoke of her vile mother, her grief over the death of her father the glory days when Richard scooped her up. And then jettisoned wife and children for what she called a nonstop fuckfest. It is a peculiar trait of the privileged: immediate incautious intimacy. But Sheba went well beyond the tendencies of her class. She was utterly candid, a novice confessing to the mother superior.
Sheba: You know, marriage and kids, I mean, it is wonderful, but it does not give you meaning. It gives you an imperative but it does not
help you… My father always used to say, you know, on the tube,
“mind the gap”. I do not know. It is just the distance between life as
you dream it and life as it is.
The underlined dialogue on fuckfest word in “…and then jettisoned
wife and children for what she called a nonstop fuckfest”is sexual party. She
meets Richard when she has deep-seated personality conflict after her father
die. She was drifted inexorably when her father died. After she married with
Richard, she faces deep-seated personality conflicts and frustration.
Apparently, her marriage never makes her life free. It also expressed by Sheba
to Barbara in the underlined dialogue on “You know, marriage and kids, I
25
mean, it is wonderful, but it does not give you meaning. It gives you an
imperative but it does not help you…”. It proves that Sheba has more deep-seated personality conflicts and frustration. This cases is also performed on
the dialogue beneath that Sheba tired with her condition and wanting a
freedom. (See the subtitle on the page 47)
Barbara: It must be exhausting, running a family and teaching as
well…
Sheba: I can not wait for term to end. Rol on Christmas and a month of sod all. I should not have kidded my self I could teach. It is just that I
have…I have spent the last ten years looking after Ben, and I was so desperate to get out and do something. And finally we get him into this great local school and I am free to work.
Barbara: You’re gonna be a terrific teacher.
Sheba: Thanks. But I’m bloody hopeless, and everyone knows it.
Her statement about marriage was agreed with her condition of her
play in this movie. She was giving her love and affection all to her family but
it does contrary. She never was getting love and affection from her family.
Moreover, She must take care both of her stepchildren who are not easy likes
her own child. She must patient with her son faces down’s syndrome and her
daughter is often rebellious and whereas her husband is very indifferent. Her
husband, Richard is a very busy person with his job. So, Sheba is not getting
the suitable of sexual intercourse and Sheba’s opportunity to do sexual
intercourse with Richard is limited.
It proves that Sheba needs a freedom to do something. All pressure in
her life led her to pedophilia. Nevertheless, she has never been able to
establish or maintain satisfactory interpersonal relationship with male. She has
dialogue beneath is the Richard’s express shows that Sheba has never been
able to express her needs. (See the subtitle on the page 69)
Richard: I knew who you were when we meet. You were young, and I
knew it might get tough but I was prepared. You’re a good mother, but at times you’ve been a fucking lousy wife. Why didn’t you come to
me? You could have told me how lonely you were. You never trusted
me to help you. I’m not saying I was so fucking fabulous, but I was
here.
It means that Sheba is a personally immature offender. She has
sexually comfortable only with children who she knows, that are her student.
Here, nevertheless the regressed and maladjustment faces the pressure her life
taken Sheba of her pedophilia. Like in the theory mentions about half of
people with pedophilia report stressful events, such as marital or work
conflict, personal loss or rejection and manifested considerable disturbance in
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the character of Sheba Hart in chapter three, the writer
drew a conclusion that Sheba Hart suffered Pedophilia. It can be seen from the
symptoms which refer to Pedophilia. Sheba faces Pedophilia influenced by the
stressful events that she gets from her family and friends. It is influenced by her
immaturity and maladjustment faces pressure her life.
Because of these more deep-seated personality and frustration, Sheba
has the recurrent intense sexual urges and sexually arousing fantasies involving
sexual activity with a prepubescent child, Steven. They do the sexual activities in
many places. Basically, Sheba is not mentally ill in terms of suffering from a
psychotic disorder, she resorts to abnormal sexual activity. Therefore, although
she has pedophilia with her student, she has also a kind-hearted, friendly, patient,
attentive and well-nurtured characteristic. But, her good characteristic was not
responded by her beloved family. She never was getting attention and affection
from her family, especially from her husband. It is causes Sheba has pedophilia.
Nevertheless, the immaturity and maladjustment faces the pressure in her life
taken Sheba of her pedophilia. As someone did sexual abuse to a child, Sheba has
pedophile more than that over a period of six months. She starts her sexual since
B. Suggestion
The Notes on a Scandalare produced by Scott Rudin and Robert Fox
production house that portray about psychological conflict. InNotes on a Scandal,
Sheba described as someone who has good personalities and deviance to do
sexual abuse toward a prepubescent child.
This research is just one way to interpret a literature. The movie can be
analyzed from many points of view, but in this opportunity, the writer uses
general of abnormal psychology theory to analyze it and proving the pedophilia
conflicts that contained on it. The writer does suggest the readers who are
interested in the movie to conduct deeper study relating with abnormal
psychology in literary works, to read and access some sources from various books
and sites. Reading the literary analysis which written by many authors will also be
BIBLIOGRAPHY
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Bordwell, David and Thompson, Kristin, Film Art: An Introduction Seventh Edition. Boston: University of Wiconsin, 2004.
Coleman, James C, Abnormal Psychology and Modern Life. USA: Scott, Foresman and Company, 1976.
Costello, Timothy W Ph.D and Costello, Joseph T Ph.D, Abnormal Psychology. Harper Collins College: Harper Perenial.
Davison, Gerald C, Neale, John M, and Kring, Ann M, Abnormal Psychology. USA: John Wiley and Sons, Inc, 2004.
Farkhan, Muhammad, Proposal Penelitian Bahasa Dan Sastra. Jakarta: Cella,2007.
Farkhan, Muhammad,Penulisan Karya Ilmiah. Jakarta: Cella, 2007.
Hornby, A.S,Oxford Advanced Learner’s Dictionary of Current English. Oxford: Oxford University Press, 1995.
McMahon, Frank B and McMahon, Judith W,Abnormal Behavior: Psychology’s
View. London: The Dorsey Press, 1983.
Nevid, Jeffrey S, Rathus, Spencer A, and Greene, Beverly, Psikologi Abnormal/Edisi kelima jilid 2. Jakarta: Penerbit Erlangga, 2003.
Papalia, Diane E and Wendkos Olds, Sally, Psychology. New York: McGraw-Hill Book Company, 1985.
Rosen, Ephraim, Fox, Ronald E and Gregory, Ian, Abnormal Psychology. Philadelphia: W.B. Saunders Company, 1972.
Sarason, Irwin G and Sarason, Barbara R,Abnormal Psychology: The Problem of Maladaptive Behavior. Washington: Upper Saddle River, 2002.
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WEBSITE
http://en.wikipedia.org/wiki/Film_adaptation (accessed on March 11, 2009)
http://web.uvic.ca/wguide/Pages/LTCharacter.html (accessed on March 11, 2009)
http://sexual-abuse.suite101.com/article.cfm/female_sex_offenders (accessed on September 5, 2009)
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APPENDIX
Appendix I
The subtitle of film“Notes on a Scandal”By Zoe Heller received from: http://www.moviesubtitles.org/subtitle-5628.html.
00:00:44,711 --> 00:00:46,804 [Children Chattering]
00:01:04,497 --> 00:01:08,558
[Barbara Narrating]: People have
always trusted me with their secrets. 00:01:08,668 --> 00:01:11,899 But who do I trust with mine? 00:01:12,005 --> 00:01:15,964 You. Only you.
00:01:47,974 --> 00:01:51,375 The first day of a new term. 00:01:52,946 --> 00:01:56,507
Here come the local pubescent proles... 00:01:56,616 --> 00:01:59,141
the future plumbers and shop assistants...
00:01:59,252 --> 00:02:02,653 and doubtless the odd terrorist too. 00:02:02,755 --> 00:02:05,485 [Shouting, Chattering]
00:02:05,592 --> 00:02:09,494 In the old days, we confiscated cigarettes and wank mags. 00:02:09,596 --> 00:02:12,656 Now it's knives and crack cocaine. 00:02:15,235 --> 00:02:17,897 And they call it progress.
00:02:18,004 --> 00:02:20,973 [Boy]: Roger!
00:02:21,074 --> 00:02:24,043 [Boy]: Piss off!
Headmaster: - Tony. Tony.
00:02:24,144 --> 00:02:27,136 Mrs. Hart, art department.
00:02:27,247 --> 00:02:30,876
Barbara: 1517, Martin Luther nails his 95 points...
00:02:30,984 --> 00:02:35,216 to a church door in Wittenberg-00:02:35,321 --> 00:02:38,017 [School Bell Rings]
00:02:40,193 --> 00:02:42,127 [Girl]: Poison granny. 00:02:47,834 --> 00:02:50,701 Piss off, you prick.
00:02:50,803 --> 00:02:54,534 Headmaster: Before we begin, for those of you who haven't delivered your reports..
00:02:54,641 --> 00:02:56,973
Please lob them in my general direction. 00:02:57,076 --> 00:02:59,340 Ah. Has everyone met our new art teacher, Sheba Hart?
00:03:06,319 --> 00:03:09,379 Sheba: Hello.
Headmaster: I've asked Sheba to sit
in on this meeting.
00:03:09,489 --> 00:03:12,253 As you all know, I regard the arts... 00:03:12,358 --> 00:03:15,794 as absolutely essential to our policy of reform through nurture.
00:03:15,895 --> 00:03:17,795 Thank you, Chris.
