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N A U J U T E S R E P N A A T A Y N R E P R A B M E L
S I M E D A K A N A G N I T N E P E K K U T N U H A I M L I A Y R A K I S A K I L B U P
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n a k ir e b m e m a y a s n a i k i m e d n a g n e D . ) a d a a li b ( n a k u lr e p i d g n a y t a k g n a r e p a tr e s e B
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s a t a b r e t a r a c e s n a k i s u b ir t s i d n e m , a t a
d ,dan mempubilkasikannyadi i nterne tatau a y a s i r a d n ij i a t n i m e m u lr e p a p n a t s i m e d a k a n a g n it n e p e k k u t n u n i a l a i d e m
a y a s a m a n n a k m u t n a c n e m p a t e t a m a l e s a y a s a d a p e k i tl a y o r n a k ir e b m e m n u p u a m
. s il u n e p i a g a b e s
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i
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a k a t a y n e m g n a Y
i v
D E L W O N K C
A GEMENTS
, t s ri
F Iwould ilket oexpres smygreates tgrattiudet otheAlmightyGod, Ida a
s a W i h d i W g n a y H g n a
S , fo rblessing met o reach t hecompleiton oft hist hesis . t
s e r e c n i s y
M grattiude also expressed for my adviso rN iLuh Putu Rosiandani , .
m u H . M , S .
S f orhe ritme ,guidance ,help,s uppo tr ,andadvice tohelpmei mprove s
i h
t thesis .Fu trhermore , Iwould ilket ot hankDra .A .B .Sr iMulyani ,M.A,.Ph.D. o
c y m s
a -adviso rfo rgiving he r itme to read and give correciton fo rmy bette r s
i s e h
t . Iwould also ilkedeilve rmy deep t hankst o Dra .B .Ria Lestair ,M.S .fo r .s
s e c o r p g n i y d u t s y m t u o h g u o r h t s n r e c n o c t a e r g r e
h Moreover , my grea t
n o it a i c e r p p
a also goest oal llecturer sand t hesecretaira to fFacutlyo fLettersf o r d
n a e g d e l w o n k e l b a u l a v e m g n i v i
g assistancedu irngmys tudy .
t a e r g r i e h t r o f y li m a f y m o t d e t a c i d e d e r a s k n a h t d n a e d u ti t a r g t s e m r a w y M
. e r a c d n a , tr o p p u s , s r e y a r p , e v o
l My thank salso go to al lfirend sin Facutly o f . s e ir o m e m e l b a ri m d a d n a s e c n e ir e p x e l a i c if e n e b s s e lt n u o c n e v i g e v a h o h w s r e tt e L
Ithank to my firend sin Dictato rTeam :Theo ,Li ,We ,Bryan ,Richard ,Indra , o
t n A d n a , a y U , u d n a
P . Ialso t hank t o my beloved firends :Mov ,Bea ,Pak Heir , k
a b
M Ninik ,andmanyotherst ha t Icanno tmenitononebyone .Thankyouf o ral l .s
r a e y r u o f t s a l e h t n i s t n e m o m e l b a tt e g r o f n u e h
t Finally , Ialso givemy grattiude
r o
f Wawan and Nu ir who have suppo tred me i n accompilshing t hi sthesis .May .l
l a m e h t s s e l b d o G
ii v
S T N E T N O C F O E L B A T
E G A P E L T I
T .................................................................................................. i .... E
G A P L A V O R P P
A ........................................................................................... ii E
G A P E C N A T P E C C
A ..................................................................................... iii T
N E M E T A T
S OFORIGINALITY ................................................................. vi R
A B M E
L PERNYATAANPUBLIKASI ............................................................ v S
T N E M E G D E L W O N K C
A .............................................................................. iv S
T N E T N O C F O E L B A
T ................................................................................. v ii T
C A R T S B
A .................................................................................................. x....i K
A R T S B
A ........................................................................................................... x
: I R E T P A H
C INTRODUCTION .................................................................. 1 .... .
A Backgroundoft heStudy... 1 .
B ProblemFormulaiton ... 5 .. .
C Objecitve soft heStudy ... 5 .
D Deifniitono fTerms ... 6 .... W
E I V E R L A C I T E R O E H T : I I R E T P A H
C ...................................................... 7 .
A Reviewo fRelatedStudies ... 7 .
B Reviewo fRelatedTheo ires ... 9 .
1 TheoryonMemori ... 9 .
2 TheoryonAbuse ... 01 .
a Types fo Abuse ... 11 .i Physica lAbuse ... 11
.i
i Sexua lAbuse ... 11 .i
ii Emo itona lAbuse ... 21 .
v
i Verba lAbuse ... 31 .
v Neglect ... 4....1 .
b Thei mpac to fabuseonpersonaltiy ... 41 .
3 Theoryo fPersonaltiyDevelopment ... 5....1 .
a StageI V:I ndusrtyversusI nfe irortiy ... 71 .
b StageV:I denttiyversu sConfusion ... 71 .
4 TheRelaitonbetweenLtieratureandPsychology... 81 .
C Theoreitca lFramework ... 91
Y G O L O D O H T E M : I I I R E T P A H
C ................................................................ 12 .
A Objec toft heStudy ... 21 .... .
B Approachoft heStudy ... 22 .
ii i v S
I S Y L A N A : V I R E T P A H
C ............................................................................ 25 .
A TheDescirpitonofJ ayceeDugard... 52 .
1 Beforebeingkidnapped ... 82 .
a S hy ... 82 .
b Tenacious ... 92 .
c Vibrant ... 03 .
2 Du irngbeingkidnapped ... 30 .
a Submissive ... 1..3 .
b Fearf uloft heoutsidewo lrd ... 23 .
c Nervous ... 33 .
d Dependent ... 5....3 .
e L flows -e esteem ... 63 .f Helpless... 73
.
g AfraidandSad... 93 .
h Lonely ... 04 .
3 A tfe rbeingf reed ... 14 .
a Awkward ... 24 .
b Lonely ... 34 .
c Anxiou sandTraumaitc... 34 .
B Kind so fAbuse sExpe irencedbyJ ayceeDugard... 44 .
1 Physica lAbuse... 4....4 .
2 Sexua lAbuse ... 54 .
3 Emo itona lAbuse ... 84 .
4 Verba lAbuse ... 15 .
5 Neglect... 35 .
C TheI mpac to fAbuse sonJ ayceeDugard’ sPersonaltiy t
n e m p o l e v e
D ... 45 N
O I S U L C N O C : V R E T P A H
C ... 06 Y
H P A R G O I L B I
B ... 36 F
O Y R A M M U S E H T : X I D N E P P
x i
T C A R T S B A .
a r d n e h u S y d n A u t u
P The Impac to fAbuse toward sthe Main Character’ s s
’ d r a g u D e e c y a J n i t n e m p o l e v e D y ti l a n o s r e
P A Stolen Lfie . Yogyakatra :
, y ti s r e v i n U a m r a h D a t a n a S , s r e tt e L f o y tl u c a F , s r e tt e L h s il g n E f o t n e m tr a p e D
. 3 1 0 2
f o s u c o f e h
T thi s thesis i s analyzing the impac t o f abuses tha t are d
r a g u D e e c y a J y b d e c n e ir e p x
e o rn h e personaltiy development in a memoi r d
e lt it n
e AStolen Lfie .JayceeDugardi sboth t heautho randt hemain characteri n a
s e v i g d r a g u D . ri o m e m e h
t lo tof l fiel esson sbased onhe rexpeirence so fbeing d
e p p a n d i
k fo r18 year ,s consideirng how hard she srtuggle sto survive from d
n a , e p a r , s s e n il e n o l , y tl e u r c , s s e rt s s u o d n e m e
rt abuse sshe expeirenced .She
s e p o
h he rw iritng wli lbe o fhelp t o peoplein facing adif ifcul tstiuaiton oft hei r d n a e fi l ri e h t n i ti ri p s t a e r g a e v a h e l p o e p l l a y ll a c i s a b t a h t s y e v n o c d r a g u D . n w o
e v i v r u s n a c y e h
t inanytoughs tiuaitons. s
i h
T thesishast hreemain objecitves .Thef ris tobjecitvei sdescirbing the n
i a
m charact ’ ser characte irsitcs .The second objecitvei sidentfiying thekind so f s
e s u b
a expeirenced by the main character .Atfe rknowing the descirpiton of t he s
e s u b a e h t d n a r e t c a r a h c n i a
m themaincharacte rexpeirenced,t helas tobjecitvei s g
n i n i a l p x
e theimpactso fabuse so nthemaincharacter’spersonaltiydevelopmen.t s
i h t , e v o b a d e n o it n e m s e v it c e j b o e h t e v e i h c a o t r e d r o n
I thesis eu s s ilbrary
s i h t r o f a t a d e h t e c n i s h c r a e s e
r thesis o irginate from wirtten texts .The p irmary e
c r u o
s usedi nt hi sthesis i s thememoriw irttenbyJayceeDugardenitltedAStolen e
fi
L . The secondary source s are vairou s book s tha t are used to add some .
s e c n e r e f e
r Thi sthesisu sespsychologica lapproach .Ther elatedstudie sdiscussed s
c i p o t e m a s o w t e r
a tha talso have t he same t opic wtih t hi sthesis .Thet heo ire s e
s
u d are theory o f memori , theory o f abuse , and theory o f personaltiy .t
n e m p o l e v e d
t a h t s w o h s s i s y l a n a e h t f o t l u s e r e h
T a tfris tDugard i s a gri ltha th as a ,
y p p a h s a h c u s y ti l a n o s r e p e v it i s o
p tenacious ,and vibrant ,atlhough someitme s e
h
s feels s hy. However ,atfe rshe i s kidnapped and abused fo r18 years ,he r e
v it a g e n o t n i s n r u t y ti l a n o s r e
p .The abuse sshe expe irenced such a sphysica l g
n ir b t c e l g e n d n a , e s u b a l a b r e v , e s u b a l a n o it o m e , e s u b a l a u x e s , e s u b
a negaitve
c a p m
i t s to her personaltiy developmen tsuch as infe irorti y and identtiy c irses . tI s
a h c u s e s u b a g n i v i e c e r r e tf a s ti a rt y ti l a n o s r e p r e h m o r f n e e s e b n a
c rfea f uloft he
d lr o w e d i s t u
o , submissive , nervou s when meeti ng people ro in a crowd , ,
t n e d n e p e
x A R T S B
A K
. a r d n e h u S y d n A u t u
P The Impac to fAbuse toward sthe Main Character’ s s
’ d r a g u D e e c y a J n i t n e m p o l e v e D y ti l a n o s r e
P A Stolen Lfie . Yogyakatra :
, a rt s a S s a tl u k a F , s ir g g n I a rt s a S n a s u r u
J Universtia sSanataDharma ,2013. s
u k o
F tesisin iadalah menganailsi sdampak kekerasan yang dialam ioleh t
d r a g u D e e c y a
J erhadap perkembangan kep irbadiann ya dalam sebuah memoa r g
n a
y be jrudu lAStolenLfie.J ayceeDugardadalahpenuil sdant okohutamadalam e
b p u d i h n a r a j a l e p k a y n a b n a k ir e b m e m d r a g u D . r a o m e
m rdasarkan
k il u c i d a y n n a m a l a g n e
p selama 18 tahun ,menginga tbetapa sultinya ia bejruang n a d , n a a s o k r e m e p , n a i p e s e k , n a m a j e k e k , a s a i b r a u l g n a y s e rt s i r a d n a h a tr e b k u t n u
n a s a r e k e
k yang dialaminya .Diaberharap t uilsannyaakan membantuorang-orang a y n r a s a d a d a p a w h a b n a k i a p m a y n e m d r a g u D . ti l u s i s a u ti s i p a d a h g n e m m a l a d
r a s e b t a g n a m e s i k il i m e m g n a r o a u m e
s d idalam kehidupan mereka dan mereka m
a l a d n a h a tr e b t a p a
d berbaga istiuas iyangsuil.t s
i s e
T in i memiilk i itga tujuan utama . Tujuan petrama adalah n
a k i s p ir k s e d n e
m karakteirsitkt okohutama .Tujuankeduaadalahmengidenit ifkas i s
i n e
j kekerasan yang dialam i oleh tokoh utama . Setelah mengetahu i n
a i s p ir k s e d n e
p karakte rutama dan kekerasan yang dialam ioleh karakte rutama , h
a l a d a r i h k a r e t n a u j u
t menjelaskan dampak dar i kekerasan terhadap k
r e
p embangankep irbadiankarakte rutama. k
u t n
U mencapa itujuan tersebu td iatas ,tesis in i menggunakan stud i a
k a t s u
p karenadatauntuk tesisin iberasa ldair t ekst etruils .Sumbe rutamayang m
a l a d n a k a n u g i
d tesis in i adalah memoa r yang dtiuil s oleh Jaycee Dugard l
u d u jr e
b A Stolen Lfie .Sumbe rtambahan adalah berbaga ibuku yang digunakan .
i s n e r e f e r a p a r e b e b n a k h a b m a n e m k u t n
u Tesis in i menggunakan pendekatan .
s i g o l o k i s
p Studiterkai tyang dibaha sadalah duastudiyang memiilkit opik yang n
a g n e d a m a
s tesis ini . Teor i yang digunakan adalah teor i memoar , teor i k
r e p i r o e t n a d , n a s a r e k e
k embangankep irbadian. a w h a b n a k k u j n u n e m s i s il a n a l i s a
H pada awalnya Dugard adalah seorang ,
a i g a h a b i tr e p e s f it i s o p n a i d a b ir p e k i k il i m e m g n a y s i d a
g gigih ,dan bersemangat ,
k s e
m ipun kadang-kadang ia menjad i pemalu .Namun setelah ia dicuilk dan n
a s a r e k e k i m a l a g n e
m selama18 t ahun ,kep irbadiannya berubah menjad inegatfi . n
a s a r e k e
K yang dialaminyasepe tr ikekerasan ifsik ,kekerasan seksual ,kekerasan ,
l a n o i s o m
e kekerasandalamucapan ,dan penelantaran membawadampak negait f h
a d n e r i tr e p e s a y n n a i d a b ir p e k n a g n a b m e k r e p p a d a h r e
t ird i dan k irsis identtias .
t a p a d i n i l a
H diilha tdar ici ir-cri ikep irbadiannya setelah meneirma kekerasan i
tr e p e
s taku tterhadapdunial uar ,tunduk ,gugup keitkabertemu orang-orangatau b
, n a i a m a r e k m a l a d t a a
s ergantung kepada Phliilp , rendah diir , tak berdaya , ,
s a m e c , g n u g g n a
1 I R E T P A H C
N O I T C U D O R T N I
.
A Backgroundoft heStudy
Therearemanyl tierary work sbased o npeople’ lr eea l fi and expeirences .
y e h
T are catego irzed a snon-ifciton work ssuch a sbiography ,autobiography ,
y r a i
d ro journal ,andmemori .Int hiss tudy,t hewrtie ruse samemo ria sas ourceo f
y d u t
s .Abramsi n A Glossaryo fLtieraryTermsexplainst ha tmemorii sdfiferen t
m o r
f theothe rnon- ifcitonwork sbecauset heemphasi so famemorii sno ton t he
o l e v e d s ’ r o h t u
a pings el fbu tont hepeopleandeventst hatt heautho rha sknowno r
d e s s e n ti
w (1999: )2 . 2 I tcan be said that t he focu so famemori i son t he event s
e h t h ti w d e t a l e r e r a t a h
t author’spersona lexpeirence .Kuiper i n Prose :Ltierary
s t p e c n o C d n a s m r e
T addss omei nformaitonabou tmemori .Heexplains
e z i s a h p m e y ll a u s u t a h t s e i h p a r g o i b o t u
A wha ti sremembered rathe rthan
o h
w i s remembeirng are known a s memoris . The author , instead fo i
w s l a e d , e fi l s i h g n it n u o c e
r th those expeirence so fhi slfie ,people and s
t n e v
e ath theconsider smosts igniifcant( 2012:192). ri
o m e m
A si na author’ snon ifciton-sel fw iritng t ha trepresent saporrtai t
n a m u h f
o expe irences . tI i sone o fcommunicaiton toolsi n telilng o rshairng the
f o m u i d e m e h t h g u o r h t y ti l a e r n o d e s a b s e c n e ir e p x e e fi l s ’ r o h t u
a w iritng .The
s r o h t u
a make i tinto a story such as nostalgia ,spritiua ljourney ,surviva ,l war ,
l e v a
rt ,abduciton ,and many others, i n which al lof t hem are ilnked wtih human
. y ti l a n o s r e p r i e h t d n a s e c n e ir e p x
e People can learn a lo to flfie values , lfie
, s e ir o t s i
s r o h t u
a ’ personaltiyt ha tdevelop sast her esul to fthei rexpeirence scanbeseeni n
e h
t storytheyw irt e.
Personaltiyi st hedynamicorganizaiton o fcharacteirsitcattirbutesl eading
( s l a u d i v i d n i r e h t o m o r f l a u d i v i d n i e n o g n i h s i u g n it s i d d n a r o i v a h e b o
t Kailsh,
: 3 7 9
1 52) .Personaltiy ha sa dynamic characterisitc in which human’ sthought ,
s e c n e ir e p x e d n a , r o i v a h e
b wli lleadt hemi ntoadevelopmen toft hei rpersonailites
t a h
t make seach person dfiferen tfrom the othe rperson. Ferrara say stha ti ti s
y lr a l u c it r a p , n a p s e fi l e h t s s o r c a t n e m p o l e v e d y ti l a n o s r e p d n a t s r e d n u o t t n a tr o p m i
r e n n a m l a s r e v i n u t e y e u q i n u a n i e g a t s l a t n e m p o l e v e d h c a e t c a p m i y a m e s u b a w o h
.) 4 3 1 : 2 0 0 2
( Human i sconstanlty changingduet o somef actorsand t hosef actor s
y ti l a n o s r e p e h t t c e f f
a .Oneoft hefactorsi sabuse.
Abusei smalrteatmen,ti njury ,o rneglectt ha tcant akemanyf orm .s I tcan
( e r u t a n n i l a u x e s r o , l a n o it o m e , l a c i s y h p e
b Wlison e ta.l ,1996 :544) .Abuse
r u c c
o s anywhere and anyitme . I t c an happen to anyone regardles s o f age ,
l a n o it a c u d e , s u t a t s c i m o n o c
e background ,ethnic ,gende,rr ace,r eilgion ,ands ocia l
. s s a l
c Hun tsayst ha tal labusivebehaviors comef romt hosewtihhardenedhea tr s
) 0 1 3 : 0 1 0 2 ( l o rt n o c d n a , e c r e o c , h s i n u p o t t n a w o h
w .Abusei sconductedt o gain
l o rt n o c n i a t n i a m d n
a ove r someone . Abusers use threat , initmidaiton , and
n o it a l u p i n a
m to weaken, t hreaten ,conrtol ,punish and hu tr t he vicitms and keep
r e d n u m e h
t the abusers’ conrtol .Some example so fabuse expeirenced by the
m it c i
v s arephysica labuse ,sexua labuse,emoitona labuse ,and verba labuse .The
y a m s m it c i
fl e s w o
l -esteem ,helpless ,anxiety , rtaumaitc ,and many other sthat affec tthe
ri e h t f o t n e m p o l e v e
d personaltiy.
ll e t t a h t s ri o m e m e h t f o e n
O s abou tone’ sexpe irenceo fbeingabusedtha t
s a
h very bad impacts to one’s personaltiy developmen ti sA Stolen Lfie tha ti s
. d r a g u D e e c y a J y b n e tt ir
w She i sboth the autho rand the main characte rin the
. ri o m e
m Abusei svery visiblei nthi sstory becauses hewrtiesin detalit heabuse s
s h aeh s expeirencedf 8or1 yearst ha tmake rh e lfiedfiferen tfrommos tpeoplei n
, l a r e n e
g conside irnghow hardf o rhert o t el lhe rbadexpeirence .s I enh r memori ,
d r a g u
D inse trs arelfeciton ta theend o feach chapter tt ha reveal swha tshet hink s
s l e e f e h s w o h r
o now a san adul tlooking back on the stiuaiton when she wa s
d e p p a n d i
k ,such ast elilng he rwayt of reeherseflf rom t hef ea rshefeels ,he rpas t
d n a y li m a f r e h h ti w e fi
l the detai lo fhe rexpeirences o fbad rteatment and t he
t c a p m
i s no hersel .f Intheauthor’ snote ,Dugardwrtiesabou the rattempttoshare
e c n e ir e p x e r e
h s topeople .Shestatestha therbookm aybeconfusingt os ome .S he
k n i h
t s to rtuly begin t o understand what i ti s ilke ,thereaderswould have had t o
e h s e c n i s d n a , e r e h t e
b wishe stha tonnoone ,h erbook i sh erattempts to convey
n o i s u f n o c g n i m l e h w r e v o e h
t s hefeelsdu irngt hoseyear sand t obegint o unrave l
t a h t e g a m a d e h
t i s done to h er and he rfamliy .She doe snot wan tto lose tha t
s a h e h s e r o f e r e h t d n a , e c i o
v wirtten h erbook how i tco em s to h er naturally .She
i s y a s o s l
a fther eaderswan tal es sconfusingstory, theyshouldcomeback t ohe r
e h s n e h w e s a e l e r r e h m o r f s r a e y n e t n
i trso si tal lout (pagexv .)
t s o m l a r o f n o it c u d b a e h t m o r f e v i v r u s n a c o h w n a m o w g n o rt s a s i d r a g u D
t u o b a s ll e t e h S . s e d a c e d o w
o h d r a g u
D pest o convey t ha tpeoplecanendureanyt ough stiuaiton sand survive .
e h s t a h t s y a s e h
S decides to wrtie t he book fo rtwo reasons .One reason i sshe
t n a
w sPh liilp Garirdo ,the m an who kidnapped and abused he rfo r18 year ,s to
e h s t a h t w o n
k no longe rh as to keep hi ssecre tbecause he i smos tcetrainly
e l b i s n o p s e
r fo rsteailngherl fieand t hel fiesheshould havehad wtihh erfamliy .
e s y a s e h
S veryoneshouldknowexacltywha theand hi swfieNancya redoingal l
s o s l a d n a d r a y k c a b r i e h t n i s r a e y e s e h
t he should no tbe ashamed fo rwha t
o t d e n e p p a
h her .The second reason i sshe hope she rw iritng wli lbe o fhelp to
e l p o e
p inf acing adfiifcul tstiuaiton oft hei rown .H ergoali st oi nspriepeoplet o
g n i h t e m o s t a h t e e s y e h t n e h w t u o k a e p
s i sno tqutie irgh taroundt hem( .p 1-2). S he
s e p o
h people topaymoreattenitonandmorer esponsive fit heyseesrtanget hing s
o t r e d r o n i t n e m n o ri v n e r i e h t n
i preven tcirmina lact s ilkewha tsheexpeirenced ,
a r o n o s r e p a g n i v a s e b d l u o c u o Y “ s y a s e h s s
a famliy who i sno table t o save
( ” s e v l e s m e h
t p .).2
e fi L n e l o t S
A si chosen by the wrtier because thi smemoi ri sa good
o t e l p m a x
e conduc ta research abou tthe impac to fabuse o n one’ spersonaltiy
T . t n e m p o l e v e
d hi smemoi ralsogivesal o tofl fiel esson .sI nt hi smemori ,tis how s
,s r a e y 8 1 r o f y ti v it p a c n i e fi l r e h e v i v r u s o t s e l g g u rt s d r a g u D w o
h desptie how
e v i v r u s e h s d r a
h s from rtemendou ssrtess ,cruetly,l oneilness ,rape ,boredom ,and
. d e c n e ir e p x e e h s s e s u b
a JayceeDugard conveys tha tbasically al lpeople havea
t ir i p s t a e r
g i n thei rlfieand t heycan survive in anytough stiuaitons .A tfe rhaving
h c i h w n i e fi l w e n a f o t ir i p s a s a h e h s , y li m a f r e h h ti w g n it i n u e r d n a e fi l n w o r e h
. o t d r a w r o
f Dugardalsoalway sbeilevesinhope.I tmake she rbeilevet ha toneday
shewli lmee the rmothe rand f amliyagainand ilvehappliy .Dueto t hehopet ha t
. e v i v r u s o t e l b a s i e h s , s e v e il e b e h
s She tells “History ha staugh tu stha teven
n i s e v il l li t s e p o h , e p o h o n s i e r e h t e k il s k o o l t i n e h
w people’ sheatr” ( .p )3 .
o t g n ir r e f e
R t heabusest ha tDugard expeirenced, t hi sstudy focuses on analyzing
n o s e s u b a f o t c a p m i e h
t he rpersonaltiy development .In orde rto make the
ll e w s i s y l a n
a organized,t hewrtie rformulatesaproblemf ormulaiton.
.
B ProblemFormula iton
o t e s o p r u p a n
I understand the memoi r better , three problem s are
s w o ll o f s a d e t a l u m r o f
.
1 Howi sthemaincharacterdesc irbedi nJayceeDugard’ sAStolenLfie?
.
2 Wha tabuse sdoest hemain characterexpeirencei n JayceeDugard’ sA Stolen
e fi L ?
.
3 Wha tare the impacts o fthe abuses no the main character’ spersonaltiy
t n e m p o l e v e
d ?
.
C Objecitve soft heStudy
n o s e s u c o f y d u t s s i h
T the impacts o fabuse sto the main character’ s
y ti l a n o s r e
p development .Thi sstudyhast hreemainobjecitves .Thef ris tobjecitve
s
i descirbing the main character’ s characteirsitcs . The second objecitve is
y fi t n e d
i i ngthekind so fabusesexpeirenced bythemain character .A tfe rknowing
e h
d e c n e ir e p x
e ,the las tobjecitve i sexplaining the impacts o fabuse sto the main
s ’ r e t c a r a h
c personaltiydevelopment.
.
D De ifniitono fTerms
s e n if e d y d u t s s i h
T t wo term sin orde rto avoid dfiferen tunderstanding
. y d u t s s i h t g n i d a e r g n ir u d
.
1 Abuse
t a h t y a s . l a t e n o s li
W “Abuse i smalrteatmen,t i njury ,o rneglect t ha tcan
e r u t a n n i l a u x e s r o , l a n o it o m e , l a c i s y h p e b n a c t I .s m r o f y n a m e k a
t ” (1996 :544.)
,s u h
T in thi sstudy ,abuse i san initmidaiton ,manipulaiton ,o rmalrteatmen tto
. n o s r e p r e h t o n a l o rt n o
c tI i sdivided i nto severa lkind ssuch a sphysical ,sexual ,
, t c e l g e n d n a , l a b r e v , l a n o it o m
e in which al lo fthem have negaitve impacts to
s ’ n a m u
h personaltiydevelopment.
.
2 PersonaltiyDevelopment
p t a h t s e t a t s h s il a
K ersonaltiyi st hedynamicorganizaiton o fcharacte irsitc
o m o r f l a u d i v i d n i e n o g n i h s i u g n it s i d d n a r o i v a h e b o t g n i d a e l s e t u b ir tt
a the r
s l a u d i v i d n
i (1973:5 2 .)Meanwhlie ,developmenti sthesystemaitcconitnuiite sand
a u d i v i d n i e h t n i s e g n a h
c lt ha toccu rbetweenconcepitonanddeath( Shaffer ,2009:
.)
2 Therefore,i n t hi sstudy ,personaltiydevelopmentr eferst o thedevelopmen to r
e g n a h
c in human’ spersonaltiy such a sthei rthough tand behavio rtha tthey
T . s e c n e ir e p x e r i e h t m o r f e v i e c e
r hose changes w ill affec tthei rpersonaltiy and
a o t n i m e h t d a e
7 I I R E T P A H C
W E I V E R L A C I T E R O E H T
.
A Reviewo fRelatedStudies
o t r e ti r w e h t r o f y r a s s e c e n s i ti , y d u t s e h t tr o p p u s o t r e d r o n
I discuss the
. y d u t s s i h t f o c i p o t e h t o t d e t a l e r e n o d n e e b e v a h t a h t s e i d u t s s u o i v e r p
t a h t y ti s r e v i n U a m r a h D a t a n a S m o r f s r e h c r a e s e r o w t e r a e r e h
T discuss the
e m a
s topic as i n t hi sstudy .Thefrist i sDessy Ch irstanit ,astuden to fLanguage
, 4 0 0 2 n o y ti s r e v i n U a m r a h D a t a n a S f o t n e m tr a p e D n o it a c u d E s tr A d n
a in he r
y d u t
s enitlted The Impac t o fChlid Abuse on Dave Pelzer’ sSel fE tseem a s
, y o B t s o L e h T , ’t I‘ d e ll a C d li h C A , y g o li r T s i h n i d e l a e v e
R and A Man Named
e v a
D focuses on the kind so fabuse expe irenced by the main character ,Dave,
n e h
w i he sachlidand t hei mpact soft heabuseon hi ss -eflesteem .Shedescirbes
e c n e ir e p x e e v a D t a h
t s threekind so fchlidabuse :physica labuse ,emoitona labuse ,
e v o r p e h S . t c e l g e n d n
a s thatt heabuses aD veexpeirenced srtongly affectDave’ s
fl e
s -esteem .Beforet heabuse ,Davei sachlidwtih ahighsefl- se teem .Du irngt he
s e s o l e v a D , e s u b
a mos to fhi ssefl-esteem due to the physica land emoitona l
d e e c c u s e h , d e u c s e r s a w e v a D r e tf A . r e h t o m s i h f o t c e l g e n o s l a s a , e s u b
a s in
e h t a h t g n i v o r
p i sable to survive and regain hi ss -efl esteem (Ch irstanit ,2004 :
)i ii x .
f o t n e m tr a p e D s r e tt e L h s il g n E f o t n e d u t s a , it a w a i n r u K i w e D , e li h w n a e M
d e lt it n e y d u t s r e h n i , 8 0 0 2 n o y ti s r e v i n U a m r a h D a t a n a
S TheEffect so fAbuse son
t c i V e s u b A l a u x e S s i h s a s ’ g n u o
Y imi nScot tCampbel’l sTouchedfocuse sonJerry
s ’ g n u o Y e i b b o R d n a e li h p o d e p a s a t n e m p o l e v e d y ti l a n o s r e p s ’ n a m e s u o H
e b n a c t a h t n r e tt a p e h t d n a , m it c i v e s u b a l a u x e s s i h s a t n e m p o l e v e d y ti l a n o s r e p
e b ir c s e d e h S . t n e m p o l e v e d y ti l a n o s r e p r i e h t m o r f d e t c i p e
d s Jerry Houseman a sa
y ti l a n o s r e p w o h s m it c i v e s u b a l a u x e s s i h s a g n u o Y e i b b o R d n a e li h p o d e p
s e v il r i e h t n i s m e l b o r p e m o s g n i c a f n i m s i n a h c e m e v i s n e f e d e h t s a t n e m p o l e v e d
o t n i d o o h d li h c r i e h t m o r f g n i g n a h c y ti l a n o s r e p r i e h t m o r f n e e s e b n a c t a h t
T . d o o h tl u d
a hei rpersonaltiy developmen talso show co-relaitona lpattern namely
f o n o it c e lf e r e h t w o h s s e it il a n o s r e p ’ s r e t c a r a h c h t o B . p i h s n o it a l e r t c e f f e d n a e s u a c
e t a t s o s l a e h S . s e c n e ir e p x e d o o h d li h c r i e h
t s tha tone thing in human’ s lfie
s a h d n a r e h t o n a s e c n e u lf n
i acausaltiypattern( Kurniawati ,2008 :x .)
e h
T t wo studiesreviewed abovedescirbethesame topict hati sabou tthe
f o t c a p m
i abuseo n one’ spsychologica llfie .Thefris tstudy discussesthei mpac t
. m e e t s e f l e s s ’ r e z l e P e v a D n o e s u b a d li h c f
o The second study discusse sthe
s ’ n a m e s u o H y rr e J n o s e s u b a f o s t c e f f
e personaltiy developmen ta sa pedoph lie
. m it c i v e s u b a l a u x e s s i h s a s ’ g n u o Y e i b b o R n o d n
a Thi sstudyhast hesamet opic
s u o i v e r p o w t e h t m o r
f studies. T shi study uses Jaycee Dugard’sA Stolen L fie in
h c i h
w therei snooneha seve rdiscussedye taboutt hei mpac to fabuset ha tJaycee
d r a g u
.
B Reviewo fRelatedTheories .
1 Theoryo fMemo ri
n o
N -ifciton work sare ltierary work swhich are deailng wtih fact sand
. n o it a r r a n e v it a n i g a m i n a h t r e h t a r s t n e v
e They are divided into severa lkind so f
, l a n r u o j r o y r a i d , y h p a r g o i b o t u a , y h p a r g o i b s a h c u s e r n e
g memo ri ,and so on.
n i s m a r b
A AGlossaryo fLtieraryTermsexplainst hat
n e d y r D n h o J , y r u t n e c h t n e e t n e v e s e h t n i e t a
L deifnedbiography nealty a s y l e v it a l e r a s e t o n n o c w o n e m a n e h T " .s e v il s ' n e m r a l u c it r a p f o y r o t s i h e h t "
, e fi l s' n o s r e p r a l u c it r a p a f o t n u o c c a l l u
f involving t heattemptt o setf o trh t
c a r a h
c e,r t emperament ,and miileu ,a swel last hesubjec't sacitviite sand .
s e c n e ir e p x
e Autobiography i sa biography w irtten by the subjec tabou t e
h t m o r f d e h s i u g n it s i d e b o t s i tI . fl e s r e h r o f l e s m i
h memori ,in whicht he
i p o l e v e d s 'r o h t u a e h t n o t o n s i s i s a h p m
e ng sel fbu ton the people and e t a v ir p e h t m o r f o s l a d n a , d e s s e n ti w r o n w o n k s a h r o h t u a e h t t a h t s t n e v e
y r a i
d o rjournal ,which i sa day- ot -day record oft heevents i n ones' l fie , f o t h g u o h t o n r o e lt ti l h ti w , n o it c a f s it a s d n a e s u l a n o s r e p r o f n e tt ir w
.) 2 2 : 9 9 9 1 ( n o it a c il b u p
n o n f o h c a
E - ifcitonworks ha s ti sowncharacteirsitcs .Memorii sdfiferen t
m o r
f the othe rnon-ifciton works .Thefocu so fmemoi rist elilng t he events and
d e t a l e r e r a o h w e l p o e p e h
t t .o Kuipe rin Prose :Ltierary Term sand Concepst
s n i a l p x e
e z i s a h p m e y ll a u s u t a h t s e i h p a r g o i b o t u
A wha ti sremembered rathe rthan o
h
w i s remembeirng are known a s memoris . The author , instead fo e
s o h t h ti w s l a e d , e fi l s i h g n it n u o c e
r expeirence so fhi slfie ,people and s
t n e v
e ath theconsider smosts igniifcant( 2012 :192). b
u s a s a d e k n il s i ri o m e m
A -category o fautobiography. tIi sauthor’ ssel f
s t n e s e r p e r t a h t g n it ir
w aporrtai to fhuman’sr eall fieexpeirences ,especiallyabou t
p a r g o i b o t u a n e e w t e b e c n e r e f fi d e h t s n i a l p x e o s l a r e p i u K . s t n e v e d n a n o s r e p e h
t hy
.r i o m e m d n a
d e s o p m o c d r o c e r r o y r o t s i h a s i r i o m e m e h
T from persona lobservaiton d
n
ri o m e m a , y h p a r g o i b o t u
a usuallydfifer schielfyi n t hedegreeo femphasi s .s
t n e v e l a n r e t x e n o d e c a l
p Wherea s wrtier s o f autobiography are s
e v l e s m e h t h ti w y li r a m ir p d e n r e c n o
c a ssubjec tmatter ,wrtier so fmemoi r e
r
a usuallyperson swhohaveplayedr olesin ,o rhavebeencloseobserver s l
a c ir o t s i h , f
o event sandwhosemainpurposeist odescirbeori nterprett he v
e ent s(2012:208).
n i s t n e v e e h t f o n o it p ir c s e d e h t n o s u c o f ri e h t e c a l p r i o m e m f o s r e ti r w e h T
.s t n e v e e s o h t n i s e l o r d e y a l p e v a h y e h t h c i h
w Usually a memoi rtell sabout a
t i s e k a m d n a s t n e v e f o d r o c e
r into a story such a snostalgia ,spritiua ljourney ,
v r u
s ival ,war , rtavel ,abduciton ,andmanyothers.
.
2 Theoryo fAbuse
n i . l a t e n o s li
W Abnorma lPsychology say tha tabuse i smalrteatment ,
r o , l a n o it o m e , l a c i s y h p e b n a c t I . s m r o f y n a m e k a t n a c t a h t t c e l g e n r o , y r u j n i
. ) 4 4 5 : 6 9 9 1 ( e r u t a n n i l a u x e
s Abusei sakindo fbad rteatmentthati sconductedby
. n o s r e p r e h t o n a o t n o s r e p
a In othe rwords ,Hun tin How to Rise Above Abuse
e s u b a f o s m r o f l l a t u o s t n i o
p --emoitonal ,verbal ,mental ,physical ,spritiual ,and
l a u x e
s --damageaperson’ ssenseo fdign tiy( 2010 :154) .Abusei scatego irzedi nto
t c a p m i e v it a g e n e v a h m e h t f o l l a h c i h w n i s d n i k l a r e v e
s s to one’ spersonaltiy .In
l a c i s y h p , e v i s s a p r o e v i s s e r g g a e b n a c r o i v a h e b e v i s u b a t a h t s y a s e h s , n o it i d d
a ro
, l a c i g o l o h c y s
p and driec t o r indriect .Regardles s o f the method , al labusive
d n a , e c r e o c , h s i n u p o t t n a w o h w s tr a e h d e n e d r a h h ti w e s o h t m o r f s e m o c r o i v a h e b
.) 0 1 3 : 0 1 0 2 ( l o rt n o
c Abuse i san initmidaiton o rmanipulaiton o fa person into
h t o n
a e'r spsychei nordert oconrto,lf orce ,andpunisht hevicitm.
y d u t s s i h
T discusse s ifvet ype so fabuse sandt hei mpact .sThef ollowingi s
h c a e f o n o it a n a l p x e e h
.
a Typeso fabuse
s d n i k l a r e v e s o t n i d e z ir o g e t a c s i e s u b
A such a s physical , sexual ,
, l a n o it o m
e verbal ,neglect ,ort hecombinaitono fanyo ral loft hese.
.i Physica lAbuse
e s u b a l a c i s y h
P i sact so fphysica laggression by one individua lagains t
o n
a ther ,o tfenl eadingt of ea randinjury(Wlisone ta.l ,1996 :544) .Physica labuse
e v a e l y ll a u s u t i e s u a c e b d e v r e s b o e b o t e s u b a t s e i s a e e h t s
i smarkso rscar sand
n i a p s e s u a
c . I thasi nju irou seffectstot hevicitmtha tdeirvef rom thebehavio ro f
.r e o d e h t
.i
i Sexua lAbuse
l a b r e v r o , l a u s i v , l a c i s y h p y n a s i d li h c a f o e s u b a l a u x e s t a h t s e t a t s t n u H
tl u d a r o d li h c r e d l o n a y b r o n i m a h ti w n o it c a r e t n
i whose purpose i ssexua l
.) 7 1 : 0 1 0 2 ( n o it c a f s it a s l a u x e s r o n o it a l u m it
s Sexua labusecan t ake many form s
. s e it i v it c a f
o Theperpertator sconductsexua labuseto obtain saitsfacitonoft hei r
. e ri s e d l a u x e
s Prtichard say s tha tsexua labuse i s i nterferencewtih and needles s
g s ’ d li h c f o g n i h c u o
t entiaila,f orcingchlidt oviewo rtouch ro sexuallymanipulate
c a r o d e t p m e tt a n o it a rt e n e p , tl u d
a hieved o fgentia lo rana larea ,sexuali nnuendo
r o g n i w o h s , s t a e r h t r
o makingpornography( 2004 :12 .)Thesesexua lacitviite sare
m it c i v e h t n o d e c r o
f because there i sa sexua ldesrie o fthe doers tha twan tto
y f s it a
s therilus.t
. e s u b a l a u x e s f o t r a p a s i e p a
R Wlison e t a.l , quoted i n Koss ,give
n o it a m r o f n
i aboutr ape .Raper eferst o unwantedo rnonconsensua lsexua lacitvtiy
3 9 9 1 ( l a u d i v i d n i r e h t o n a t s n i a g a d e c r e o c r o d e c r o f s i t a h
o d s i t a h t n o i s s i m r e p r o t n e s n o c y n a t u o h ti w y ti v it c a l a u x e s a s i e p a
r ne by
h ti w r e h t o n a o t e n o e m o
s forceort hrea.t
a h e s u b a l a u x e
S s many bad impact s on vicitm’ s l .fie Late r thei r
. e v it a g e n o t n i s p o l e v e d y ti l a n o s r e
p Crosson-Towe rsayst hatf eeilngou to fconrto l
s r a e F . e s u b a l a u x e s f o m it c i v t s a p e h t r o f m e l b o r p r o j a m a s e m o c e b s s e lr e w o p r o
a i b o h p , s e r a m t h g i N . e fi l r e h r o s i h e t a e m r e
p s ,and attack so fanxiety keep the
r e v e l a u d i v i d n
i -mindfu lof t heabuse and of t he t erro ro rpain associated wtih ti .
.) 6 9 3 : 8 0 0 2 ( t l u c if fi d e m o c e b s n o i s i c e
D Moreover ,Ferrara t ell sachlid who ha s
s e g a s s e m y r o t c i d a rt n o c s e v i e c e r n e tf o d e s u b a y ll a u x e s n e e
b abou tpsychosocia l
y n a m n i f l e s f o s n o it i n g o c d e tr o t s i d p o l e v e d y a m e h s r o e h t a h t e fi l f o s t c e p s a
.) 4 2 1 : 2 0 0 2 ( t n e m p o l e v e d y ti l a n o s r e p f o s t c e p s a
.i
ii Emoitona lA sb e u
e s u b a l a t n e m s a n w o n k o s l a s i e s u b a l a n o it o m
E o rpsychologica labuse .
s i e s u b a l a n o it o m
E anyongoingnegaitvebehavio rusedt oconrto lo rhur tanothe r
d e s u b a e n o e h t f o t ir i p s e h t s r a c s t I . n o s r e
p (Hunt ,2010 : 415 ) .Emoitona labuse
d a b s a
h impact son vicitm’ spsychologica llfie .Prtichard say stha temoitona l
e s u b
a i sdescirbed a sthreat sto injure o rkill ,constan tsneeirng o rsarcasm o r
, y a l p r o k a e p s o t n e d d i b r o f , s y o t g n i y o rt s e d r o y a w a g n i w o r h t , g n il tt il e b
.) 2 1 : 4 0 0 2 ( e c a p s d e n if n o c r o m o o r n i d e k c o l , g n il b i s o t m s it ir o v a f ,t a o g e p a c
s The
t c u d n o c s r e s u b
a someaciton so femoitona labuset o t hreatt he vicitm i n order t o
. e c n a il p m o c n i a g d n a l o rt n o c
r a e f f o e t a m il c a s e t a e r c e s u b a l a n o it o m
E tot hevicitm sand i tcan change
r i e h
o h w n e r d li h c e h t t u o b a y ll a i c e p s e , e s u b a l a n o it o m
e expeirenced ti .She sayst ha t
y ll a n o it o m e e r a o h w n e r d li h
c ro psychologically abused demonsrtate anger ,
h ti w , n o i s s e r p e d , s m e l b o r p r o i v a h e
b drawal ,and somaitc complaint s(2008 :223.)
d r o w r e h t o n
I s ,Hun ttellsthedamageo femoitona labusecan l astf arl ongert han
. e s u b a f o d n i k r e h t o y n a m o r f e g a m a
d A broken arm wli lsoon heal ;a broken
, e s u b a l a n o it o m e f o s d o ir e p d e d n e t x e r e tf A . l a e h o t e m it e fi l a e k a t y a m t r a e h
. ) 4 5 1 : 0 1 0 2 ( g n i v il h tr o w t o n s i e fi l t a h t g n il e e f , e p o h e s o l s m it c i v y n a m
e s u b a l a n o it o m
E cause sa long-term psychologica lharm and impact svicitms’
g n i e e s n i e v it c e p s r e
p thei rlfie .They wli lfee lhopeless ,wo trhless ,unwanted ,
d n a , d e v o l n
u theywli lalsoexpeirencemaladjustmen.t
. v
i Verba lAbuse
v t a h t s e t a t s t n u
H erba labuse i sthe use o fword so rtone o fvoice in an
t r u h r o l o rt n o c o t t p m e tt
a anothe rperson a nd to desrtoy t ha tperson’ ssefl-wo trh .
e m o s s e v i g e h
S example so fverbally abusive l anguage such ascon rtolilng wtih
c y b g n ir e w o p m e s i d , m s a c r a s r o m s i c it ir
c on itnually dictaitngorder ,si nitmidaitng
, t h g ir e b o t g n i m i a l c s y a w l a y b g n ir e w o p r e v o , s t a e r h t r o g n il l e y y
b and sliencing
s c i p o t g n i g n a h c r o s n o it p u r r e t n i t n a t s n o c h ti
w (2010 :166 .) Verba labusehappen s
e h t n e h
w abuse rverbally assau tls thevicitm to createa cilmateo ffea ra nd gain
l o rt n o
c ove rthevicitm .
t u o b a s ll e t d r a h c ti r
P ar eviewt hatt hepsychiatirs tPhiilpNey( 1987)f ound
f o s d n i k s u o ir a v f o s t n i a l p m o c g n i w o ll o f d e t a g it s e v n i n e r d li h c 4 5 1 f o y d u t s a n i
h w ‘ e s u b a l a b r e v s a w t i t a h t e s u b
a ich lef tthe deepes tscars’ .Crue lwords ,
fl e s a e m o c e
b -regarding young person were moredemorailzing t han crue lblows
u b a l a n o it o m e o t n o it i d d a n i , e s u b a l a b r e V . ) 5 2 : 4 0 0 2
( se ,alsocause sal ong-term
s a y ti l a n o s r e p s ’ e n o n o t c a p m i e v it a g e n a s a h h c i h w m r a h l a c i g o l o h c y s
p ti si
. e v o b a d e t a t
s Hun talso poin toutst ha tverba labusei njurest hef eeilng so fother s
g n it l u s n i , g n i v il e r h ti
w ,o rcontemptuou swords( 2010 :157) .Theinjuryoff eeilng
e s u b a l a b r e v f o t c a p m i e h t f o e l p m a x e e n o s
i .
.
v Neglect
d n a l a c i s y h p e h t o t n o it n e tt a f o k c a l d n a n o i s i v r e p u s e t a u q e d a n i s i t c e l g e N
. ) 1 5 5 : 6 9 9 1 , .l a t e n o s li W ( s d e e n l a n o it o m
e Neglecti sdivided i nto physica land
l a c i s y h P . t c e l g e n l a n o it o m
e neglec t include s no t providing suf ifcien t food ,
i h t o l
c ng ,and medica lcare .Emoitona lo rpsychologica lneglec tincludes l ack o f
. e v o l d n a t r o p p u s l a n o it o m e
.
b Theimpacto fabuseonpersonaltiy
e s u b a f o t c a p m i e h t s e t a t s o s l a r e ti r w e h t , e s u b a f o s d n i k g n i b ir c s e d r e tf A
. y ti l a n o s r e p n
o Abuse relates to condiitoning ,since both o fthem are affecitng
. r e h t o h c a
e Feistt ellst ha tonebasicassumpitono fSkinne irancondiitoningi st ha t
s t n e m e c r o f n i e
r hape sbehavior .Severa lthousand studie swtih both animal sand
e v a h s n a m u
h demonsrtatedt hepowert ha tcondiitoninghast ochangebehavio ro r
. ) 1 6 4 : 6 0 0 2 ( y ti l a n o s r e
p Change s in personaltiy occu r when new behavior s
i s t n e r e f fi d a n i e m it r e v o e l b a t s e m o c e
b tuaiton .Related to the envrionment ,
t n e m n o ri v n e r u o n i s e c r o
f sucha sabuseareconstanltys hapingone’ spersonaltiy.
. m r a h l a b r e v d n a , l a n o it o m e , l a u x e s , l a c i s y h p n i s tl u s e r e s u b
A Prtichard i n
e h
s i t n e m t a e rt l a
m act s o f abuse and neglec t which may cause physica l and
g n u o y r o d li h c a o t m r a h l a c i g o l o h c y s
p person .Healso state sareviewfrom t he
r a e s e r e m o s y b d e t c u d n o c h c r a e s e r s u o i v e r
p cher .s
m o r f s n o s s e l e h
T research (Bagley and Thurston 1996 ; Bagley and t s o m e h t e p a c s e n e r d li h c t n e il i s e r e m o s e li h w t a h t e r a ) 0 0 0 2 k c il l a M e s u b a y ti r o j a m e h t r o f ,) 5 8 9 1 r e tt u R ( d e h t a c s n u e s u b a f o s e p y t s u o d n e r r o h tr o h s e s u a c n a c , s d n i k s u o ir a v f
o - and l on -gterm harm t o t he developing r e tt u R d n a n o t n i u Q ( n o it a t p a d a t l u d a r e h r o s i h o t d n a , t n e m t s u j d a s ’ d li h c . ) 0 0 0 2 k c il l a M d n a y e l g a B ; 6 9 9 1 n o t s r u h T d n a y e l g a B ; 8 8 9 1 r e v il O ; 8 8 9 1 .) 1 1 : 4 0 0 2 ( e h t e p a c s e n a c s m it c i v e h t h g u o h tl a t a h t s y a s t i , h c r a e s e r t a h t n
I abuse
m r e t t r o h s e s u a c d e v i e c e r y e h t s e s u b a e h t , y r u j n i l a c i s y h p g n i c n e ir e p x e t u o h ti w . s r a e y y n a m r o f y ti l a n o s r e p d n a e h c y s p r i e h t n o m r a h m r e t g n o l d n
a Wlison e ta l
y b d e c n e ir e p x e s i t a h t e s u b a f o t c a p m i e h t t u o b a s e l p m a x e e m o s t u o t n i o p o s l a d e s u b
a chlidren .Hes tates
o s l a e r a r e d r o s i d s s e rt s c it a m u a rt t s o p f o m r o f e h t n i s m o t p m y s y t e i x n A h c u S . d e s u b a y l e r e v e s n e e b e v a h o h w n e r d li h c n i d n u o f y l n o m m o c n e v e , d n i m s ’ d li h c e h t o t n i e d u rt n i t a h t s e ir o m e m e d u l c n i y a m s m o t p m y s t n a w n u d n a l u f s s e rt s e r a y e h t h g u o h
t ed . In addiiton , a numbing o r e m o c o t s n o it a s n e s g n i w o ll a e s u a c e b , s r u c c o n e tf o s n o it a s n e s f o g n i n e d a e d .) 3 5 5 : 6 9 9 1 ( d e s s e r p e d r o s u o i x n a d li h c e h t e k a m y a m s s e n s u o i c s n o c o t n i .
3 Theoryo fPersonaltiyDevelopment
n i h s il a
K ThePsychologyo fHumanBehavior ast test ha tpersonaltiyi st he
d n a r o i v a h e b o t g n i d a e l s e t u b ir tt a c it s ir e t c a r a h c f o n o it a z i n a g r o c i m a n y d . ) 2 5 : 3 7 9 1 ( s l a u d i v i d n i r e h t o m o r f l a u d i v i d n i e n o g n i h s i u g n it s i
d Personaltiyha sa
. c it s ir e t c a r a h c c i m a n y
d Human’ sthought ,behavior ,and expeirence swli llead
s e it il a n o s r e p r i e h t f o t n e m p o l e v e d a o t n i m e h
t .Kailsh prove si tby saying tha t
e g n a h c h c a e t a h t d n a g n i g n a h c y lt n a t s n o c s i n a m u
h affectst heentriepersonaltiy
, r e v o e r o
M Ruch i n hi sbook Psychologyand Lfie explainst ha tal ldeifniiton so f
t o n a r o y a w e n o n i t p m e tt a y ti l a n o s r e
p hert oi ncludet hewholeperson such a sal l
e r o m e r a t a h t s c it s ir e t c a r a h c d e ri u q c a r o e t a n n i r e h t o d n a , s e i c n e d n e t ,s e it il i b a e h t
t n e t s i s n o c s s e l r
o fromonedayt ot henex tand disitnguish himf romothe rpeople
.) 1 1 1 : 7 6 9 1
( Personaltiy ha sbeen viewed a sthe individua’l smos tdominan t
h c a e e k a m t a h t g n il e e f d n a , g n i k n i h t , g n it c a f o s y a w e h t s a h c u s s c it s ir e t c a r a h c
n o s r e
p dfiferen tfromtheothe rperson.
n i a r a r r e
F Chlidhood Sexua lAbuse :Developmenta lEffect sAcros sthe
n a p s e fi
L discusses abou tE ircsson’ spsychosocia ltheory .She say s tha t i ti s
y lr a l u c it r a p , n a p s e fi l e h t s s o r c a t n e m p o l e v e d y ti l a n o s r e p d n a t s r e d n u o t t n a tr o p m i
r e n n a m l a s r e v i n u t e y e u q i n u a n i e g a t s l a t n e m p o l e v e d h c a e t c a p m i y a m e s u b a w o h
2 1 : 2 0 0 2
( 4) .She point sout t ha tE ircsson focuses on t he social i nteracitonst ha t
il a n o s r e p t l u d a t c a p m
i tyattirbutes .E ircssonproposeseigh tpsychosocia lstage so f
s y a s e H . o g e d e t a r g e t n i y ll u f a e v e i h c a o t e m o c r e v o y ll u f s s e c c u s e b t s u m t a h t e fi l
h ti w s e g a t s t h g i e e h t f o h c a e o t d e t a l e r s k s a t e t e l p m o c y ll u f s s e c c u s t s u m d li h c a
s ’ d li h c e h t e p a h s h c i h w f o r e h ti e , s e m o c t u o e v it a g e n r o e v it i s o p r e h ti e
g n i d a r g e d s e c n e ir e p x e d li h c e h t fI . fl e s d n a d lr o w e h t f o e v it c e p s r e p l a c i g o l o h c y s p
e v it a g e n , e g a t s l a t n e m p o l e v e d e v it c e p s e r y n a g n ir u d s t n e v e l u f s s e c c u s n u r o
a y a m f l e s f o s n o it p e c r e
p irse( 2002 :124 .)I n t hi sstudy, t hewrtie ronly discusse s
o w
t stage sbecauset hose discussed stage srefert o t hemain character’ srange o f
i e h s t n e m o m e h t t a e g
a skidnapped andabused .Themaincharacte ri skidnapped
e h s n e h
d e t a l e R . d l o s r a e
y t ohe rageinabduciton,t hewrtie rdiscusse sstageI Vandstage
. V
.i StageI V:i ndusrtyversusi nfeirortiy
a s i e g a t s s i h T . y tr e b u p l it n u s r a e y 6 n e e w t e b s i e g a t s s i h t f o n i a m o d e h T c n e h w e m
it hlidren begin to acqurie a sense o fsefl-ef ifcacy versu sinfeirortiy .
m o r f s e r u li a f r o , s n o i s s i m o , s r o r r e r o f s d n a m ir p e r h s r a h d n a m s i c it ir c e v i s s e c x E a , r e h t a R . e d u ti tt a s u o ir t s u d n i n a m r o f o t y ti li b a s ’ d li h c a t c ir t s e r r e h tr u f s r e k a t e r a c t a e f e d f o e s n e
s set sin along wtih the atttiude .In instance so fabuse ,a ch lid’ s
l a c it ir c y l h s r a h d n a l e u r c f o s n o it c a e h t y b n e s r o w s e m o c e b y ti r o ir e f n i f o e s n e s g n o l a n i g n it l u s e r y ll a it n e t o p , s r e v i g e r a
c -standing sense o finfeirortiy (2002 :
.) 6 2
1 Norma l chlidren wli l acqurie sefl-efifcacy in which they become
e r a o h w n e r d li h c , r e v e w o H . s e v l e s m e h t f o d u o r p d n a t n e d if n o c l e e f , s u o ir t s u d n i A . r o ir e f n i l e e f l li w y l h s r a h d e d n a m ir p e r d n a d e z i c it ir
c sense o finfeirortiy in
s t c a e v i s u b a y b e s r o w s e m o c e b d e s u b a e r a o h w n e r d li h
c theyr eceiveand tir esu tl s
g n o l a n
i -standing sense o finfe irortiy .Infe irortiy occur swhen thechlidren fee l
.t n e m e g a r u o c s i d .i
i StageV:i denttiyversu sconfusion
y tr e b u p n e e w t e b s i e g a t s s i h t f o n i a m o d e h
T t o young adutlhood .Thi s
fl e s a e r e h w , s l a u d i v i d n i l l a r o f t n a c if i n g i s t s o m e h t s i e g a t
s -identtiy i sformed
n a c s e s ir c y ti t n e d I . s e c n e u lf n i l a t n e m n o ri v n e d n a s e c n e ir e p x e t s a p n o p u d e s a b li h c a d e t c a p m i e v a h s t n e v e e s r e v d a f I .s n o s a e r f o r e b m u n y n a r o f e v l o v
e ddu irng
h ti w d r a w r o f e v o m t o n n a c d li h c e h t d n a , s e c n e ir e p x e e v it a g e n y b d e t c ir t s e r f n o
c idence and a posiitve identtiy .Abused chlidren may wtihdraw from thei r
fl e s d n a , s s e n s s e l h tr o w , e m a h s f o e s n e s a o t e u d s t n e m n o ri v n
e -doubt .Therefore
o h w s t n e c s e l o d a o t d e r a p m o c s a , s e it i n u tr o p p o t u o k e e s y l e v it r e s s a t o n y a m y e h t t n a w n u f o e e r f e r e
w ed oppression du irng chlidhood (2002 :126 .) Identtiy cirse s
y l s u o i v e r p s t c a e v i s u b a d e c n e ir e p x e o h w n e r d li h c n i r u c c o y a
m .They wli lfeel
o ir e f n i f o e s n e s a d n a , tl i u g , t b u o d , e m a h s , t s u rt s i
m r . tiy Thei rlfiei sr est ircted by
s e c n e ir e p x e e v it a g e
n in which t hey canno tmove forward wtih con ifdence and a
n e r d li h c d e s u b A . y ti t n e d i e v it i s o
p wli lfeel asenseo fshame ,wo trhlessness ,and
fl e
s -doub .t
.
4 TheRelaitonbetweenLtieratureandPsychology
n i d r o c c A . e r u t a r e ti l d n a y g o l o h c y s p n e e w t e b n o it a l e r e s o l c a s i e r e h
T g t o
e m o s h c i h w n i n o it a l e r e s o l c a e v a h e r u t a r e ti l d n a y g o l o h c y s p , n e r r a W d n a k e ll a W t a h t s s u c s i d o s l a y e h T . s e s a c l a c i g o l o h c y s p t u o b a k l a t e r u t a r e ti l f o s k r o w s e m it e m o S . e u rt ” y ll a c i g o l o h c y s p “ e b o t d e g d u j e r a s l e v o n d n a s y a l p n i s r e t c a r a h c c i g o l o h c y s p
a alt heory ,heldetihe rconsciouslyo rdimlybyanauthor ,seemst o if t
1 9 : 6 5 9 1 ( n o it a u ti s a r o e r u g if
a -9 2.)
. y g o l o h c y s p d n a e r u t a r e ti l t u o b a n o it a n a l p x e r e h t o n a s e t a r o b a l e o s l a h s il a K l p x e o t a i d e m a e b n a c t a h t s t c e j b u s o w t e r a y g o l o h c y s p d n a e r u t a r e ti
L ainhuman’ s
r o r e ti r w d o o g A . ” n a m e h t o t p u r o r ri m e h t s d l o h “ e r u t a r e ti l t a h t s e t a t s e H . e fi l m e e s m e h t e k a m d n a s r e t c a r a h c s i h f o s g n il e e f e h t e t a c i n u m m o c n a c t s il e v o n e fi l e r o
m -ilke than the rea lpeople whose behavio rthe psychologis tattempt sto
ir c s e
n a m u h f o g n i d n a t s r e d n u r i e h t n i n i a g n a c s t s i g o l o h c y s p d n a , s e ir o t s r i e h t h c ir n e .) 8 : 3 7 9 1 ( s r o h t u a d o o g f o y ti v it i s n e s p e e d e h t m o r f g n i w a r d y b r o i v a h e b m t a h t s e t a t s y d e n n e K , r e v o e r o
M odern psychology ha shad an immense
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