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Y T I L A N I G I R O F O T N E M E T A T S
Thi sthesi s enitlte “d THE EFFECT OF ASPERGER SYNDROME IN THE I D O J N I T N E M P O L E V E D Y T I L A N O S R E P S ’ R E T C A R A H C N I A M
S ’ T L U O C I
P HOUSE RULE” i p s urely made by the thesi swrtier .The wrtie r k o o t e h s f i n o it a l e c n a c e e r g e d g n i d u l c n i s e c n e u q e s n o c l l u f e h t s d n a t s r e d n u
i w s a e d i s ’ y d o b e m o
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S T N E M E G D E L W O N K C A
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o t l u f e t a r g y lr a l u c it r a p m a I . s i s e h t y m g n i h s i n if n i e m d e tr o p p u
s Advenitna
. m u H . M , . S . S , it n a rt u
P fo rbeing paiten tin guiding me compleitng my thesis . I r
e h y ll a i c e p s e d n a e c i v d a r e h e t a i c e r p p a y ll a e
r encouragementt o ifnish myt hesis . o
c y m o t e d u ti t a r g s s e r p x e o s l a d l u o w
I -advisor ,Drs .Hrimawan Wjianarka , .
m u H .
M ,fo rhi swliilngnes sto read and review thi sthesis ,though in a very i
m
il ted itme.I n addiiton , Iwould ilket ot hankallt hel ecturersi n Engilsh Letter s y m h s i n if o t l u f p l e h y r e v e r a t a h t e g d e l w o n k r i e h t d e r a h s e v a h o h w t n e m tr a p e D
.s e c i v r e s t s e b r i e h t r o f f f a t S t a ir a t e r c e S e h t o t s e o g k n a h t y M . s i s e h t
e o g e d u ti t a r g s s e l d n e y
M s t o my parents ,who alway ssuppo tr mei n many .
s y a
w My specialt hank goest o al lo fmy firends .Thankst o t he peopleIcanno t r i e h t n e v i g d n a y d u t s y m g n ir u d e m d e p l e h o h w , e r e h e n o y b e n o n o it n e m
.s s e n d n i k r u o y t n u o c d o G y a m , s i s e h t s i h t o t s n o it u b ir t n o
c Amenandout .
x i
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 I
S A K I L B U P N A U J U T E S R E P R A B M E
L ... vi Y
T I L A N I G I R O F O T N E M E T A T
S ... v E
G A P O T T O
M ... iv E
G A P N O I T A C I D E
D ... iiv S
T N E M E G D E L W O N K C
A ... iv ii S
T N E T N O C F O E L B A
T ... xi T
C A R T S B
A ... i.. x K
A R T S B
A ... ii.... x :
I R E T P A H
C INTRODUCTION ... 1 .. .
A Backgroundoft heStudy ... 1 .
B ProblemFormulaiton ... 3 .... .
C Objecitve soft heStudy ... 4 .. .
D Deifniitono fTerms ... 4 :
I I R E T P A H
C THEORETICALREVIEW... 6 .
A Reviewo fRelatedStudies ... 6 .
B Reviewo fRelatedTheo ires ... 8 n
o it a z ir e t c a r a h C d n a r e t c a r a h C f o y r o e h T .
1 ... 8 t
n e m p o l e v e D y ti l a n o s r e P f o y r o e h T .
2 ... 31 e
m o r d n y S s ’ r e g r e p s A f o y r o e h T .
3 ... 71 .
C Theoreitca lFramework ... 1.. 2 :
I I I R E T P A H
C METHODOLOGY ... 32 .
A Objec toft heStudy ... 32 .
B Approachoft heStudy ... 4.. 2 h
t f o d o h t e M .
C eStudy ... 52 :
V I R E H T P A H
C ANALYSIS ... 62 .
A TheCharacteirsitc sofJ acobHunt... 62 .
1 AnIntelilgentPerson ... 03 .
2 PersonWhoLacks o fSocia lSkills ... 23 .
3 PersonWhoDisilkes AnyChangesi nRou itne... 63 .
4 PersonWhoShows Lacko fEmpathy ... 73 .
5 PersonWtih OddFacia lExpressionandPostures ... 93 n
o s r e P l a u s i V A .
6 ... 04 .
7 ASel ifshPerson ... 14 .
B TheEffec to fAsperge rSyndromei nJ acob ... 3.... 4 b
o c a J n i ll i k S l a i c o S n i t n e m ri a p m I e v it a ti l a u Q .
1 ... 54
.
2 Restircted ,Repeititve ,andStereotypedPattern so fBehavior s andI nterestsi nJ acob ... 74
.
x :
V R E H T P A H
C CONCLUSION ... 1.. 5 Y
H P A R G O I L B I
i x
T C A R T S B A
. A I L A T A N A I D E M , T A R A B A T U
H Personaltiy Developmen ton the Main a
h
C racterw tihAspergerSyndromei nJod iPicoul’t sHouseRules.
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 : a tr a k a y g o Y
. 3 1 0 2 , y ti s r e v i n U
, tl u o c i P i d o J f o k r o w e h t s e s s u c s i d s i s e h t s i h
T House Rules .The nove l
t n e s e r
p s JacobHunt ,ast hemaincharacter ,whoha sAsperge rSyndrome .He ilve s p
o l e v e d y ti l a n o s r e p s i H . r e h t o r b e lt ti l s i h d n a r e h t o m s i h h ti
w men ti srevealed
s a w e h n e h
w insomestiuaiton sandexpeirence swhliehelpinghi sbrothe reluding e
n e c s e m ir c m o r
f .I nt hiss tudy,I i ntendtoanalyzet hepersonaltiydevelopmen to f .
e m o r d n y S r e g r e p s A h ti w n o s r e p a s a t n u H b o c a J
t s ri f e h T . s i s y l a n a s i h t f o e s a b e h t s a y d u t s e h t f o s e v it c e j b o o w t e r a e r e h T
s i h s e c n e ir e p x e e h e r o f e b y ti l a n o s r e p t n u H b o c a J t u o d n if o t s i e v it c e j b o
d y ti l a n o s r e
p evelopment . The second objecitve i s to ifnd ou t the effec t o f .t
n e m p o l e v e d y ti l a n o s r e p s i h o t e m o r d n y S r e g r e p s A
l e v o n e h t s i e c r u o s e h T . d o h t e m e h t s a h c r a e s e r y r a r b il s e il p p a y d u t s s i h T , fl e s
ti House Rules ,and severa lbook son ltierary theo ire sand psychologica l t s ri f e h t r e w s n a o t d e s u s i n o it a z ir e t c a r a h c d n a r e t c a r a h c f o y r o e h T . s e ir o e h t
e r a h c a o r p p a l a c i g o l o h c y s p e h t d n a t n e m p o l e v e d y ti l a n o s r e p f o s e ir o e h T . n o it s e u q
. n o it s e u q d n o c e s e h t r e w s n a o t d e il p p a
Thisr esearch hasf oundt woanswerst ot heproblems . I ifnd t hatJacoba sa e
m o r d n y S s ’ r e g r e p s A h ti w n o s r e
p si an intelilgent person, person who lacks fo ,s
ll i k s l a i c o
s person whodisilkes anychanges i n r ouitne ,personwho show slack o femphaty ,avisua lperson ,personwtihoddf acia lexpression sandposture sanda
if l e
s s h person. In t hefu trhe ranalysis , I ifnd out t hat t hedevelopmen to fJacob’ s y
ti l a n o s r e
p si in lfuenced byhi smain rtai twhichi sAsperge rSyndrome .Because r
e p x e e h t a h t s e it l u c if fi d e m o s f
o ienced in the famliy ,he become scare to hi s h
s if l e s e b o t t o n s p o l e v e d e H . y li m a
ii x K A R T S B A . A I L A T A N A I D E M , T A R A B A T U
H Personaltiy Developmen ton the Main s ’t l u o c i P i d o J n i e m o r d n y S r e g r e p s A h ti w r e t c a r a h
C HouseRule .s
a s u r u J : a tr a k a y g o
Y n SasrtaIngg irs ,Fakutla sSasrta ,Universtia sSanataDharma , . 3 1 0 2 i n i l e v o N . s e l u R e s u o H , tl u o c i P i d o J a y r a k s a h a b m e m i n i s i s e T m o r d n i S p a d i g n e m g n a y , a m a t u h o k o t i a g a b e s t n u H b o c a J n a k li p m a n e m i k a l k i d a n a d u b i a m a s r e b l a g g n it b o c a J . r e g r e p s
A -lakinya. Perkembangan
n a m a l a g n e p n a d i s a u ti s a p a r e b e b m a l a d k a b e jr e t a i d a k it e k t a h il r e t a y n n a i d a b ir p e k n a it il e n e p m a l a D . n a h u n u b m e p s u s a k i r a d k a l e g n e m a y n k i d a u t n a b m e m a i d t a a s t n u H n o c a J n a i d a b ir p e k n a g n a b m e k r e p i u h a t e g n e m k u t n u d u s k a m r e b a y a s , i n i n a r o i a g a b e
s gyangmengidapSindromAsperge.r n a u j u t h a l a d a i n i t u k ir e
B -tujuan peneilitan yang mendasar i anailsa ini . i m a l a g n e m m u l e b e s t n u H b o c a J n a i d a b ir p e k i u h a t e g n e m k u t n u h a l a d a a m a tr e P h u r a g n e p i u h a t e g n e m k u t n u h a l a d a a u d e k g n a Y . 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 d n i
S romAspergert erhadapperkembangankep irbadiannya .
a y n r e b m u S . e d o t e m i a g a b e s a k a t s u p i d u t s n a k a n u g g n e m i n i n a it il e n e P ir o e t u k u b a p a r e b e b n a d , s e l u R e s u o H , ir i d n e s u ti l e v o n h a l a d
a -teor isasrta setra
ir o e
t -teor ipsikologi .Teor ipenokohan digunakan untuk menjawab petranyaan ir o e T . a m a tr e
p -teor i perkembangan kep irbadian dan pendekatan psikolog i . a u d e k n a a y n a tr e p b a w a j n e m k u t n u n a k a n u g i d n a k u m e n e m a y a S . a m a t u n a b a w a j a u d n a k u m e n e m h a l e t i n i n a it il e n e P g n a r o e s b o c a J a w h a
b dengan sindrom Asperge r adalah seseora ng yang , s a u l n a s a w a w r e
b seseorang yang kurang memiilk ikecakapan sosial ,seseorang g
n a
y itdak menyuka iperubahan dalam kesehairan ,seseorang yang kurang akan , l a u s i v g n a y g n a r o e s , it a p m
e seseorang yang memiilk iekspres iwajah dan sikap s m i z a l k a d it g n a
y etraegois .Dalam prose sanailsi sselanjutnya ,sayamenemukan i n k a y a y n a m a t u i ri c h e l o i h u r a g n e p i d b o c a J n a i d a b ir p e k n a g n a b m e k r e p a w h a b n a ti l u s e k h e l o n a k a n e r a k i D . r e g r e p s A m o r d n i S i k il i m e m g n a y g n a r o e
s -kesultian
i d a j n e m b o c a J , a g r a u l e k m a l a d i m a l a i d 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 f o e n o s i e r u t a r e ti
L many w s ay fo r human to expres s thei r lfie
e c n e ir e p x
e s .They can sharei tin form ofwork ofl tierature .Human expe irence s
t a h
t ea r refelected i n l tierature a arev irous .The re lfecti aon c n be something tha t
d n a , y t e i c o s r e h t o n a d r a w o t m s i c it ir c , t c u d n o c l a r o m , s e u l a v s n i a t n o c
e b n a c t i f o l l A . t c e p s a l a c i g o l o h c y s
p a phenomeno n tha toccuri npresen titme. In
e h
t Theory o fLtierature ,the impression tha tthe nature and the funciton o f a
r e ti
l ture ,so fa ra sthey can be pu tinto large genera lconceptua lterms ,fo r
t o n e v a h , s e u l a v d n a s e it i v it c a n a m u h r e h t o e h t h ti w t s a rt n o c d n a n o s ir a p m o c
, k e ll e W ( . d e g n a h
c 1956 :29).I tcanbes aidt hatl tieraturealway sbecomeapar to f
s ’ n a m u H . e fi l s ’ n a m u
h lfiewli lber elfectedont heworkofl tierature .
t a h t k o o b e h t f o t c e j b u s e h t o t n o it a l e r n
I thewrtie ranalyzes , lal parents
n e r d li h c r i e h t t n a
w to beborn i n good psychologica land physica lcondiiton ,bu t
s e m it e m o
s lfie ha s othe r plan . Some ea r born con rtary to thei r parents’
n o it a t c e p x
e .They are physically normal bu ttheri psychologica lcondiiton si
m o r f t n e r e f fi
d et h norma lstandard. Parents ow h acceptthei rchlidcondiiton rtea t
e h
t m wtih specia l rteatment ,fo rexamplet hey put t hei rchlidren i nto t he specia l
. l o o h c s d e e
y e h
T have thei rown way sto expres semoiton and creaitvtiy. Chlidren wtih
. n w o r i e h t f o d lr o w a e v a h y ll a u s u s d e e n l a i c e p s
s e s o o h c r e ti r w e h
T Jody Picoul’t snove lenitlted House Rules a sthe T
. s i s y l a n a e h t f o t c e j b
o hi sbook,t hes toryi saboutJ acob ,aboywhoha sAsperge r
. e m o r d n y
S Jacobi st hemaincharacteri nt hebook .Theothe rcharacteri sEmma ,
r e t n i s i tI . r e h t o r b e lt ti l s i h , o e h T d n a , r e h t o m s i
h esitngbecauset hemaincharacte r
. r e d r o s i d y ti l a n o s r e p s a h e H . l e v o n e h t n i r e t n e c e h t e m o c e b s
i There are some
l e v o
n s talk abou tpersonaltiy disorder ,but thi swork i sdfiferen tfrom t he other .
n I . y ti l a n o s r e p t n e m p o l e v e d d e c n e ir e p x e l e v o n s i h t n i r e t c a r a h c n i a m e h
T the
g n i h t y n a t u o b a e r a c t o n s e o d o h w s ’ r e g r e p s a n a s a n w o n k y l n o s i e h , g n i n n i g e b
o t s n i g e b e h s e o g y r o t s e h t s A . fl e s m i h t p e c x
e pay atteniton t o hi sfamliy .Hei s
c e b y l n e d d u s t o
n omingd fiferen tcharacte,rt herei ssomestiuaitont hati n lfuenced
l e v e d s i
h opment .
r e t c a r a h c n i a m e h t n o t n e m p o l e v e d y ti l a n o s r e p s i y d u t s e h t f o c i p o t e h T
. e m o r d n y S r e g r e p s A h ti
w Thet opicneedsto bestudied becauset hewrtie rwant s
y rt s d e e n l a i c e p s h ti w n e r d li h c w o h w o h s o
t to react t o t hei reveryday l fie wtih
d n u o r r u s e l p o e
p them. nI HouseRules by Jod iPicoutl ,wecan ifndt hatt hemain ,
r e t c a r a h
c Jacob, ha sa cetrain disablitiy ,an Asperge rsyndrome o rAsperge r
r e d r o s i
d tt ha make shimdfiferen tfrom norma lkid sa thi sage .Usually ,kid swtih
t n e r e f fi d e v a h e m o r d n y S r e g r e p s
A wayst o ilve t herilfie .An asperger’ susually
e e s s y a w l a , n o s r e p t n e g il l e t n
i s the detalis ,and ha sanothe rfocus .They lack o f
e g a u g n a l y d o b s ’ r e h t o d a e r o t e l b a g n i e b s a h c u s , s ll i k s l a i c o
s ,star to rmaintaina
y e h T . g n i k l a t s n r u t e k a t d n a , n o it a s r e v n o
s i h , b o c a J e k
il habti si toanalyzet hecirmescene.Thi sunstoppablecu irostiyand
y a w d ri e w e h t ll
a s created yb mh i makehim morespecial t han everyoneelse in
l e v o n e h
t .
h tr o w s i c i p o t e h
T to be analyzed because thi skind o f personaltiy
r e d r o s i
d ,Asperge rsyndrome i sone o fthe mos tcommon personaltiy disorder s
, y t e i c o s s ’ y a d o t n i s r u c c
o thereforewhy t hewrtiert hink sthesubjectisi mpo tran t
d e z y l a n a d n a d e i d u t s e b o
t ,beside i tcan also en irch the research related to the
s k r o w y r a r e ti l n i e m o r d n y
s . Therefore, i texplains tha tthere i srelaiton between
. y g o l o h c y s p d n a e r u t a r e ti l
f o y d u t s l a c i g o l o h c y s p e h t n a e m y a m e w ’ e r u t a r e ti l f o y g o l o h c y s p ‘ y B
t a e r c e h t f o y d u t s e h t r o , l a u d i v i d n i s a d n a e p y t s a , r e ti r w e h
t iveprocess ,
f o s k r o w n i h ti w t n e s e r p s w a l d n a , s e p y t l a c i g o l o h c y s p f o y d u t s e h t r o
y ll a n if , r o , e r u t a r e ti
l , t he effect sof l tierature upon ti sreader s(audience )
1 8 : 6 5 9 1 , k c e ll e W ( .) y g o l o h c y s p
h ti w r e t c a r a h c a w o h , l e v o n s i h t n i y ll a i c e p s
E Asperge rSyndrome can
e p o l e v e
d in t hestory .I tdoe sno tonly show cetrain psycology disorder sbu talso
. k r o w y r a r e ti l e h t o t g n i g n a h c e m o s e k a m
.
B ProblemFormula iton .
1 Howi sJacobdescirbed int henovel?
.
2 How doe s Asperge r Syndrome affec t Jacob’ s personaltiy
n e m p o l e v e
.
C Objecitveoft heStudy
e h t r e w s n a o t s i , y ll a c if i c e p s , y d u t s e h t f o e v it c e j b
O t wo quesiton sin
r o f d e s u s i y d u t s f o e v it c e j b o e h t y d u t s s i h t n I . n o it a l u m r o f m e l b o r
p t wo reason s
e s a
b d on the problem formulaitons .Fris ti sto analyze the characte irzaiton o f
s ’t l u o c i P i d o J n i b o c a
J House Rules .Second i sto ifnd ou thow Jacob wtih e
m o r d n y S r e g r e p s
A affectshi scharacte rdevelopmen.t
.
D De ifniitono fTerms
o t t n a tr o p m i s i t i , e r o f e r e h T . y d u t s s i h t n i d e s u s m r e t e m o s e r a e r e h T
c a e f o n o it i n if e d e h t e n i m r e t e
d h term to make thi sstudy understandable .These
: w o ll o f s a s m r e t e h t e r a
.
1 Character r e t c a r a h
C a re the person i spresented in a dramaitc o rnarraitve work ,
l a n o it i s o p s i d d n a l a r o m h ti w d e w o d n e g n i e b s a r e d a e r e h t y b d e t e r p r e t n i e r a h c i h w
t h g u o r h t s e it il a u
q hei rdialogue and aciton (Abrams ,1981 :23) .Here ,Abram s
e h t m o r f d e z y l a n a e b n a c h c i h w k r o w y r a r e ti l e h t n i n o s r e p a s a r e t c a r a h c s e n if e d
n o it a z ir e t c a r a h c e h t s t n e s e r p e r r o h t u a e h t w o h s w o h s s m a r b A . n o it c a d n a e u g o l a i d
.r e t c a r a h c a f o
.
2 PersonaltiyDevelopment
k c o lr u H h t e b a z il E o t g n i d r o c c
A personaltiy development si one’ s
( n r e tt a p y ti l a n o s r e
p Hu lrock ,1974 :119 .) Person may fee ldissaitsfaciton t oward
e b , y li m a f , s d n e ir f r e h / s i
h s tf irend ,peoplea twork ,envrionmen to rcommuntiy ,
. y ti l a n o s r e p r i e h t e v o r p m i o t g n il e e f g n o rt s a s a h d n
a
.
3 Asperger’ sSyndrome
, e c n e g e l e t n i l a b r e v h g i h n e v e r o l a m r o n e v a h n e r d li h c e r e h w r e d r o s i d A
il e v a h y e h t t u b , k r o w l o o h c s d o o g o d d n a , s u o ir u c e r
a mtied , ifxed interests ,
l a n o it o m e d n a l a i c o s g n i d n a t s r e d n u y tl u c if fi d d n a , r u o i v a h e b d n a h c e e p s e v it it e p e r
) 5 8 : 4 0 0 2 a il a p a P ( .s e u
6
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
s e d i v i d r e ti r w e h
T thi schapteri nto t hreesecitons .Thef ris tseciton i sthe
f o s e i d u t s d e t a l e r e h t n o w e i v e
r House Rules .I tcan be related to the author ,
r o , a m a r
d the topic. The second seciton si the review on the theo ire stha tare
f m e l b o r p e h t e z y l a n a o t d e il p p
a ormulaiton; and the las tseciton i sabou tthe
n o it a c il p p
a oft her eviewonr elateds tudie sandt heo ire .s
.
A Reviewo fRelatedStudies
a w e h t e b n a c m s i c it ir c y r a r e ti
L y to understand both t he autho rand the
r h T . k r o
w ough ltierary ciritcism ,the ciritc sgive comments ,ideas ,and review s
t r o p p u s o t d e d e e n s i m s i c it ir c e h t , y d u t s y r e v e n I . k r o w y r a r e ti l r a l u c it r a p a t u o b a
c i p o t e h t r o a e d i e h
t discussed .Therearesomediscussion sand studie saboutt he
r d , r o h t u a d e t a l e
r ama ,ort opict ha twli lbepresentedt ohelpt hewrtie rcompleitng
. y d u t s s i h t
s e l u R e s u o
H i soneo fJod iPicoul’t snovels .Thi snoveli soneofthebes t
tl u o c i P f
o ’ s works, the t opic i sd fiferen tfrom the othe rPicoul’t sbook sbecause
p u g n ir b k o o b s i h
t Aspegersyndromeast hemains ubjec toft hebook.
n e e r u a M y b d e w e i v e r s i m e h t f o e n o , k o o b s i h t n o s w e i v e r e m o s e r a e r e h T
r o
C ir ng a fo rThe Washington Post .In the review sshe i sagree on how Picoul t
d n a e n il y r o t s y n a m o s s p e e
k i ti sbecome easy to praise he r technica lmastery .
d n a s t o l p e l p it l u m y n a m o s e r a e r e h t h g u o h t n e v
E narrators ,indeed,bu t tii swel l
d e g a n a
8 1 n a , t n u H b o c a J f o r e t c a r a h
c -y -earold high schoo lstuden twtih Aspergers'
. e m o r d n y
s She ifnd sthe main characte rshould be the interesitng poin to fthe
. k r o
w Asperge rsyndrome becomes the rule sin Jacob' slfie and the lfie o fhi s
y li m a
f oto ,whichconsist so fhi sunderstandably tb u guitlyyounge rbrother ,Theo ,
n a c i n o ri s i h d n
a d exhausted mom ,Emma. Corirgan also said tha tPicoul't s
n o it a rt s u ll
i o fJacob and hi sfamliy i scomplex ,compassionate and smatr .Jacob
s y a w l a o h w , r e h t o m s i h , a m m E . y li m a f s i h y b d e t c e t o r p s y a w l a t a h t e n o e h t
o e h T d n a s e it il i b a p a c n i s ’ b o c a J t u o b a s e ir r o
w ’ sadolescen tbehavio r such a s
o t n i g n i k a e r
b thei rownhouse .
h c u o t y l n o n a g ir r o C , s w e i v e r e h t n
I s thesurfaceoft hestory .Sheexplain s
. d n e e h t t a d e t s i w t ll i w y r o t s e h t w o h s ll e t e h S . y li m a f s i h d n a b o c a J t u o b a e lt ti l a
r f t n e r e f fi d e b l li w y d u t s s i h
T omt her eviews ,becauset hiss tudywli lexplainmore
s ’ b o c a J f o t n e m p o l e v e d e h t d n a s ’ r e g r e p s A n a s a c it s ir e t c a r a h c b o c a J t u o b a y l p e e d
.s c it s ir e t c a r a h c
t u o b a y d u t s e h
T Asperger syndromeha sarleady been discussed by some
a m r a h D a t a n a S n i s t n e d u t
s . EunikeSatyairni hin e rthesi sAsperger’ sSyndromea s
s u o i r u C e h T s ’ n o d d a H k r a M n i n o it a z ir e t c a r a h C s ’ e n o o B r e h p o ts i r h C n i n e e S
t h g i N e h t n i g o D e h t f o t n e d i c n
I - eit m wrote tha tthe main characte rha sspecia l
p t s ri f e h t d n a r o t a r a n e h t e m o c e b o s l a e h e s u a c e b t n i o
p ersoni nt henovel .And in
r e
h study ,shef ocuse son how Haddon ast heautho roft henovel ,i sfocusing on
. c it s ir e t c a r a h c s ’ r e t c a r a h c n i a m e h t m o r f n e e s e b n a c e m o r d n y S r e g r e p s A e h t w o h
c e h t e s u a c e b k r o w s ’ e k i n u E m o r f t n e r e f fi d e b l li w y d u t s s ’ r e ti r w e h
T haracte r
n i r e t c a r a h c n i a m e h t f o c it s ir e t c a r a h c e h t n i t n e m e l e g n it c e f f
a Jod iPicoul’t s
s e l u R e s u o
H .
.
B Reviewo fRelatedTheories
s m r e t e m o s e r a e r e h
T used i n t hi sstudy t o help t hewrtie ransweirng t he
: n o it a l u m r o f m e l b o r p e h t n i d e l a e v e r m e l b o r p
f o y r o e h T .
1 CharacterandCharacteriza iton r
e t c a r a h C .
a andCharacteriza iton
. y a l p e h t d n a t s r e d n u o t e u l c a s e v i g k r o w y r a r e ti l n i e r u g if a s a r e t c a r a h C
s r e t c a r a h c t a h t d i a s s m a r b A . H . M s
A presented i n a dramaitco rnarraitvework
a n o s r e p “ e r
a l who arei nterpretedbyt her eade ra sbeing endowed wtih mora land
y a s t a h w e h t n i d e s s e r p x e e r a t a h t s e it il a u q l a n o it i s o p s i
d - thedialogueandbyt he
a h
w tt heydo- theaciton”( Abrams ,1981:2 h0 .)T erefore ,characteri st hepeople
k r o w e v it a r r a n r o c it a m a r d e h t n
i t shat i determined byt her eadersf romt heway
. e v a h y e h t r o i v a h e b e h t d n a k l a t y e h
t Barnet ,Bu tro ,Fer irs ,and Rabkin meniton
t t a h
t herearet wo t ype so fcharacte rusually presented i n a l tierary work .A lfa t
, e l b a t c i d e r p y l h g u o r o h t s i r o i v a h e b s i h d n a , ti a rt e l g n i s a s t n e s e r p e r r e t c a r a h c
it e m o s s i r o i v a h e b s i h d n a , s ti a rt y n a m s a h r e t c a r a h c d n u o r a e li h
w me sunexpected
e l b i d e r c h g u o r h
t ( Barnet ,2001 :1515). Thus ,from the developmen to fthe
. e n o t a lf f o d n u o r s i r e t c a r a h c e h t r e h t e h w e n i m r e t e d n a c r e ti r w e h t ,r e t c a r a h c
n i d e t a t s s m a r b
A AGlossaryo fLtieraryTermsthatt herearet wo wayst o
. ” g n il l e t “ d n a ” g n i w o h s “ e r a y e h t , r e t c a r a h c a t n e s e r
e t c a r a h c s i h s t n e s e r
p r stalking and acitng ,and le tthe reade rto conclude wha t
e h t , ” g n il l e t “ n i e li h W . o d d n a y a s y e h t t a h w d n i h e b y a l s n o it i s o p s i d s e v it o m
ti s o p s i d d n a s e v it o m e h t s e t a u l a v e d n a e b ir c s e d o t s e n e v r e t n i fl e s m i h r o h t u
a iona l
s r e t c a r a h c s i h f o y ti l a u
q (Abrams , 91 8 .)1: 2 Character swli lbe shaped by the
e h t , y ti l a n o s r e p d n a e c n a m r o fr e p s ’ r e t c a r a h c e h t g n i s U . n o it a n i g a m i s ’ r o h t u a
. s r e d a e r e h t y b e l b a d n a t s r e d n u e b n a c k r o w y r a r e ti
l Therefore, t hedesc irpiton o f
r a h c e h t e b ir c s e d n a c t c a y e h t y a w e h t d n a r e t c a r a h c e h
t acte irzaiton o fthe
. r e t c a r a h c
n i e lt ti L m a h a r
G Approacht oLtierature :AnI ntroducitont oCriitca lStudy
, g n it i r W n i d o h t e M d n a t n e t n o C f
o offered three way sto evaluate a character .
: e r a e r e h T
.
1 Hi so rhe rbasiccharacte irsitcs .Thi scanbes eenf rom:
.
a Thephysica lcondiitonoft hecharacte,ri ncludinghi so rhe rage.
. c it s it u a e b y a m e h t a h t d e n o it n e m f l e s m i h r e t c a r a h c b o c a J , l e v o n e h t n I
, g n i n t h g il t u o b a s u o ir u c y ll a e r s i o h w r e g a n e e t d l o s r a e y n e e t h g i e n A
q e i v o m s u o m a f , n o it c a e r n i a h c e s a r e m y l o
p uotes ,andhecanmemo irze the
t c a rt s i d e H . g n i y rt n e v e t u o h ti w e l b a t c i d o ir e
p s being no tlook ailke hi s
.r e h t o r b
s e ti s o p p o r a l o p e k il a k o o l e
W - hi sharii sso ifneand blond i tcould pas s
i g il e r t u c t i e v a h t o n o d i f i y h s u b s t e g d n a k r a d s i e n i m ; r e v li s r o
f ously
s k e e w e e r h t y r e v
e (actually ,par to fthe reason I ge ti tcu tevery three
,r u o f e k il n u , r e b m u n e f a s , d o o g s i e e r h t t a h t s i s k e e
y a w y l n
o I can handlesomeonet ouchingmy harii si f iknowi ’t scoming
: 0 1 0 2 , tl u o c i P ( .) e c n a v d a n
i )2 3
.
b The socia lrelaitonship ,which mean the persona lrelaitonship wtih othe r
d n a s s a l c l a i c o s s a h c u s , p i h s n o it a l e r l a i c o s r e d i w r o , s r e t c a r a h c
. n o it a p u c c o
.
c The menta lquailite stha tare the typica lway o fthinking ,feeilng ,and
. g n it c a
.
2 Hi so rhe rappearancef romvairou spoint so fview,t hisi ncludes:
.
a Howacharacters ee shimo rhe.r
.
b Howvairou sothe rcharacterss eehimo rhe.r
.
c Howheors hedevelops ,orf alist odevelopdu irngt hecourseoft hes tory.
3. Hi so rhe rplacet owork
.
a The rteatmen t o f the autho r (sketched o r fully rounded porrtayed
d e t a e rt , y ll a c it a m a r d r o y l e v it p ir c s e
d sympatheitcally o r
n
u sympatheitcally .)
.
b Hi so rhe rplacei nt hes tory( al eadingcharacte ro ramino rone .)
.
c Hi s o rhe rrelaiton to the theme , fo r example whethe r the characte r
( y a s o t s a h r o h t u a e h t t n a tr o p m i g n i h t e m o s s e i d o b m
e Ltilte ,1981 :93 .)
f o s t n i o p s u o ir a v m o r f e c n a r a e p p a r e h r o s i h , s c it s ir e t c a r a h c c i s a b r e h r o s i h m o r F
e b n a c r e t c a r a h c a f o s c it s ir e t c a r a h c e h t , k r o w o t e c a l p r e h r o s i h d n a , w e i v
. d e z y l a n
a I tdoe sno tgiveatteniton t o t hedesc irpiton o facharacte rbu talso, t he
o t n i d e d i v i d s i n o it a z ir e t c a r a h c e h t , n o m r a H d n a n a m l o H o t g n i d r o c c A
h t n i d e t o u q s a s d o h t e m l a t n e m a d n u f e e r h
t ef ollowing.
.
a the exp ilci tpresentaiton by the autho ro fthe characte rthrough exposiiton ,
; n o it c a y b d e t a rt s u ll i
.
b the presentaiton o fthe characte rin aciton tha tthe reade rwli lbe able to
; s n o it c a e h t m o r f r o t c a e h t f o s e t u b ir tt a e h t e c u d e d
.
c T herepresentaitonwtihinacharacte roft hei mpac to faciton sandemo iton son
e h t f o s e t u b ir tt a e h t d n a t s r e d n u l li w r e d a e r e h t t a h t ,f l e s r e n n i s ’ r e t c a r a h c e h t
( y lr a e l c r e t c a r a h
c HolmanandHarmon ,1986 :81 .)
n i y h p r u M . J .
M Understanding Unseen: An Introduciton to Engilsh
s t n e d u t S s a e s r e v O r o f l e v o N h s il g n E d n a y r t e o
P alsoprovide snineway so fautho r
s ’ r e t c a r a h c e h t w o h s o
t characte irsitc sand rtati sto the reader sin ltierary work .
: e r a s y a w e s o h T
.
a Persona ldesc irp iton
s ’ r o h t u a e h t y b n e e s e b n a c n o it p ir c s e d l a n o s r e
P descirpitonoft hecharacter .The
.r e t c a r a h c e h t f o s e h t o l c e h t r o e c n a r a e p p a e h t t u o b a e b n a c n o it p ir c s e d
.
b Characte ra sSeenbyAnother
e h t g n i w o h s y b r e t c a r a h c a f o s c it s ir e t c a r a h c e h t e b ir c s e d n a c r o h t u a e h T
r e h t o n a m o r f s t n i o p r o , n o i n i p o , s t n e m m o
c character .Thus ,the reader scan ge t
. n o it a z ir e t c a r a h c s ’ r e t c a r a h c e h t t u o b a n o it a m r o f n i
.
h g u o r h t n o it a z ir e t c a r a h c e h t o t n i t h g i s n i n a s r e d a e r e h t o t e v i g n a c r o h t u a e h T
,s k a e p s r e t c a r a h c a r e v e n e h w n e v i g e b n a c s e u l c e h T . s y a s r e t c a r a h c t a h t t a h w
s r e d a e r e h t , o s n o i n i p o n a d r a w r o f s t u p , r e h t o n a h ti w s n o it a s r e v n o c e m o s g n i v a h
h c e e p s e h t h g u o r h t d e l a e v e r n o it a z ir e t c a r a h c e h t t u o b a n o it a m r o f n i e m o s t e g n a c
.s r e h t o e h t n e e w t e b
.
d Pastl fie
. e fi l t s a p s ’ r e t c a r a h c a t u o b a g n i h t e m o s n r a e l n a c r e d a e r e h
T The clues t ha tare
o t d e p l e h e v a h t a h t e m it t a h t t a s t n e v e e h t o t d e t a l e r e b n a c r o h t u a e h t y b n e v i g
e h t s a h c u s , t n e m m o c t c e ri d a e b n a c s e u l c e h T . s c it s ir e t c a r a h c s ’ r e t c a r a h c a e p a h s
f o m u i d e m e h t r o r e h t o h c a e n o it a s r e v n o c e h t h g u o r h t ,t h g u o h t s ’ n o s r e
p anothe r
. n o s r e p
.
e Conversaitono fOthers
e h t m o r F . s r e t c a r a h c e h t n e e w t e b n o it a s r e v n o c e h t n i n e v i g e b n a c s e u l c e h T
.s c it s ir e t c a r a h c s ’ r e t c a r a h c a t u o b a n o it a m r o f n i e m o s t e g n a c n o it a s r e v n o c
.f Reacitons
r e t c a r a h c a f o s e u l c e h t e v i g o s l a n a c r o h t u a e h
T ’ scharacteirsitc sfrom the
e g d u j n a c s r e d a e r e h T . s t n e v e d n a s n o it a u ti s s u o ir a v r e v o r e t c a r a h c e h t f o n o it c a e r
e c a f r e t c a r a h c e h t w o h n o s c it s ir e t c a r a h c s ’ r e t c a r a h c e h
t sparitcula rstiuaiton sand
.s t n e v e
.
g Driec tComments
e m m o c r o e b ir c s e d n a c r o h t u a e h
T n ton a person’ scharacte rby using driec t
. y lt c e ri d r e t c a r a h c e h t t u o b a n o i n i p o e h t s e v i g r o h t u a e h T . s t n e m m o c
.
g n i s U . t u o b a g n i k n i h t s i n o s r e p a t a h w f o e g d e l w o n k t c e ri d s u e v i g n a c r o h t u a e h T
a e h t e e s n a c s r e d a e r e h t ,t h g u o h t s ’ r e t c a r a h c e h
t uthor’s i maginaiton t hrough t he
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h c i h w s e i s a r c n y s o i d i r o s ti b a h , s m s ir e n n a m s ’ n o s r e p a e b ir c s e d n a c r o h t u a e h T
u l l e t o s l a y a
m ss omethingabou thi scharacter .
.
2 Theoryo fPersonaltiyDevelopment
i s e ir o e h t y n a m o s e r a e r e h
T n descirbe personaltiy . To desc irbe the
a n i ti e t a r o b a l e d n a a e d i n w o r i e h t e k a m s e ir o e h t e m o s , y ti l a n o s r e p f o n o it i n if e d
h c i h w , a n o s r e p n it a L m o r f e m o c s i ” y ti l a n o s r e p “ d r o w e h T . s y a w f o y t e ir a v
k e e r G n i s r o t c a n a m o r y b n r o w k s a m l a c ir t a e h t a o t d e r r e f e
r dramas .These
. e c n a r a e p p a e s l a f r o e l o r a t c e j o r p o t ) a n o s r e p ( k s a m a e r o w s r o t c a n a m o R t n e i c n a
n i d e t a t s s i
tI Theorie so fPersonaltiybyJes sGregoryFeist( 2006:3) .Thisi sonly
y ti l a n o s r e p f o n o it i n if e d a t e y t o n s i h c i h w y ti l a n o s r e p f o w e i v e c a f r u s
a .
ti l f o y g o l o h c y s p e h t , n e r r a W n it s u A d n a k e ll e W e n e R o t g n i d r o c c
A erasuremean s
t a h t s s e c o r p e v it a e r c e h t f o y d u t s e h t r o r e ti r w e h t f o y d u t s l a c y g o l o h c y s p t a h t
s a h c u s s k r o w y r a r e ti l s ’ r e d a e r e h T . ) 1 8 : 6 5 9 1 ( e s n o p s e r s ’ r e d a e r e h t s e d u l c n i
d n a e s o r p , l e v o
n poerty .I tshow sthe closenes srelaiton between ltierature and
. y g o l o h c y s p
e r a d o o h d li h c g n ir u d d e h s il b a t s e s n r e tt a p y ti l a n o s r e p e h t ,s e t a t s s a n u k i P s A
e c n e c s e l o d a g n ir u d y lt a e r g d e if fi d o
m ,when new development sand expeirence s
e c n e c s e l o d a e h t e t a c il p m o
, s e d u ti tt a , s ti a rt f o c i m a n y d a s i y ti l a n o s r e p , s a n u k i P m o r f t n e m e t a t s e r o M e ri o tr e p e r e s n o p s e r l a t o t e h t n i y c n e t s i s n o c f o e e r g e d g n i y r a v a g n i c u d o r p s ti b a h f o n o it a n i b m o c e h t s i y ti l a n o s r e P . ) 2 7 2 : 6 7 9 1 , s a n u k i P ( l a u d i v i d n i f o t c a r a h
c eirsitcs ,atttiudes ,andcustom sdeilveirngvairou skindofi ndividua.l
n i s e t a t s k c o lr u
H PersonaltiyDevelopment, t ha tpersonaltiy can changet he
l a c i g o l o h c y s p d n a l a c i s y h p s ’l a u d i v i d n i e h t “ n i e n o d e b n a c t n e m p o l e v e d e h t n e h w , r e v o e r o M . ” s c it s ir e t c a r a h
c proces so fdevelopingdeal swtih“patterning
s e m o c e b t i ” s e v it o m d n a , s e t a t s l a n o it o m e , s e d u ti tt a d n a , s ti b a h , t p e c n o c f l e s s ’ e n o y e h t t n e v e e h t , e fi l e n o e m o s g n ir u d s p o l e v e d y ti l a n o s r e P . ) 7 : 4 7 9 1 ( x e l p m o c e r o m l li w t e g y e h t e c n e ir e p x e e h t d n a d e r e t n u o c n
e b irng thei r challenges ,
.s t c il f n o c d n a s e it il i b i s n o p s e r . s e g a t s r o j a m l a r e v e s o t n i d e d i v i d e b n a c t n e m p o l e v e d y ti l a n o s r e P n i k c o lr u H o t g n i d r o c c
A Chlid Development 1( 978 :41) ,there are ifve majo r
b d o ir e p a s i d o ir e p l a t a n e r p , t s ri f ; s d o ir e p l a t n e m p o l e v e
d efore a baby born ;
a n e h w e m it t s ri f e h t s i y c n a f n i , d n o c e S . y l d i p a r g n i o g s i t n e m p o l e v e d e h t y ll a u s u t p a d a d l u o h s y b a b n r o b w e
n t o the new envrionment .Thrid ,babyhood i stwo
e b o t s e ir t y b a b e h t e g a t s s i h t n i n r o b s a w y b a b e h t r e tf a s r a e y o w t o t p u s k e e w . t n e d n e p e d n i e t a l d n a d o o h d li h c y lr a e : s e g a t s o w t o t n i d e d i v i d s i d o o h d li h c , h tr u o F r i e h t n i t s i x e o t s e ir t d n a s r e h t o e t a ti m i o t s e ir t d li h c e h t , d o ir e p y lr a e n I . d o o h d li h c , d o o h d li h c e t a l n i r e t a L . p i h s n o it a l e r l a i c o s a e k a m o t s tr a t s d n a t n e m n o ri v n e
ch lidren expeirence sexua lmaturtiy and star tadolescence peirod in thi speirod
, h tf i F . t n e m p o l e v e d r o j a m e h t s i n o it a z il a i c o
y l n o t o n s e o d t n e m p o l e v e d n a m u h g n i n i m r e t e D . tl u d a n a s e m o c e b d li h c a m o r f o l o i b e h t n o d n e p e
d gica ldevelopment ,bu talso some factor stha tin lfuence the
n i s e t a t s k c o lr u H . t n e m p o l e v e
d PersonaltiyDevelopment .
e h t f o t n e m p o l e v e d e h t g n i n i m r e t e d n i k r o w t a s r o t c a f r o j a m e e r h t e r a e r e h T e m w o d n e y r a ti d e r e h s ’l a u d i v i d n i e h t , t s ri F : n r e tt a p y ti l a n o s r e
p nt ;second ,
e d i s t u o e fi l r e t a l n i s t n e v e t n a tr o p m i , d ri h t ; y li m a f n i h ti w s e c n e ir e p x e y lr a e ) 9 1 : 4 7 9 1 , k c o lr u H ( .t n e m n o ri v n e e m o h e h t e m o s e e s o t d e d e e n s i t i , t n e m p o l e v e d y ti l a n o s r e p s ’ n o s r e p a e z y l a n a o T . y ti l a n o s r e p s i h r o r e h e c n e u lf n i y a m t a h t s r o t c a
f According t oHu lrock,t hereare
f o s d n i k o w
t in lfuencet ah tshapeachlid’ spersonaltiy .Thei n lfuencecomesf rom
e r e h T . y li m a f e h t m o r f s e m o c e c n e u lf n i t s ri f e h T . t n e m n o ri v n e d n a y li m a f r i e h t y ti l a n o s r e p d li h c a n o y li m a f m o r f e c n e u lf n i f o s d n i k o w t e r
a according to
2 5 3 : 4 7 9 1 ( k c o lr u
H -353) .
.
a DriectI n lfuence
d li h c “ g n i s u y b e c n e u lf n i t c e ri d e h t e v i g s t n e r a p e h
T -rtainingmethod”
l a i c o s e h t f o m r o n e h t n o d e s a b n r e tt a p y ti l a n o s r e p n e r d li h c r i e h t e p a h s o t l a n o s r e p d e ll a c s i t I . d e z i n g o c e r e r a y e h t h ti w p u o r
g tiy rtansmission .
e c n e u lf n i o t y rt s t n e r a p y ll a i c e p s e s r e b m e m y li m a f , n o it a c i n u m m o c h g u o r h T t n e m p o l e v e d y ti l a n o s r e p e h
t o fothe rmembers .The parent steach abou t
, n o it a u ti s n i a tr e c a r e t n u o c n e o t w o h m e h t g n i w o h s y b s e d u ti tt a d n a s m r o n l e e f y e h t d l u o h s w o
h and behave in dfiferen tcondiiton .Other sway o f
r e h t o n i s e it il a u q e h t t u o g n it n i o p s t n e r a p e r a n o i s s i m s n a rt y ti l a n o s r e p . e u l a v d l u o h s n e r d li h c e h t t h a t s n o it a u ti s d n a s g n i h t , e l p o e p .
t t e g n e r d li h c e h t t a h t s n a e m e c n e u lf n i t c e ri d n i e h
T hei n lfuencefrom
e v o l d n a t c e p s e r , e ri m d a y e h t m o h w s r e b m e m y li m a f h ti w n o it a c if it n e d i e h t “
y li m a f e h T “ . e t a ti m i y l u o i c s n o c n u r o y l s u o i c s n o c r e h ti e y e h t m o h w d n a
d li h c e h t n e h w s a h c u s y lt c e ri d n i y ti l a n o s r e p s ’ d li h c a d l o m s r e b m e m
o e m o s s e v o l d n a s e ri m d
a ne , she o r he tire s to shape hi s o r he r own
. n o s r e p e h t r e tf a y ti l a n o s r e p
s ’ d li h c a n i s n e p p p a h t
I lfie, t he example i si n t he ch lidhood ,adolescence
d n
a adul ta sa proces so flearning .I thappen sto the chlid when she o rhe
e h T . t n e r a p a h ti w s e z i n g o c e
r ch lidren may have asimlia rpattern o fpersonaltiy
s t n e r a p y l e v o l d n a m r a w , l u f e r a c h ti w n e r d li h c s i e l p m a x e e h T . s t n e r a p r i e h t h ti w
l li w d n a n o s r e p e v it c a rt t a e m o c e b y ll a u s
u showcarefulness ,warmth ,andl ovef o r
f n i o s l a y li m a f A . e m o h e h t e d i s t u o e l p o e
p luence sachlid’ss efl-concepti ndrieclty
e h t m o r f s e m o c e c n e u lf n i t s e t a e r g e h T .f l e s m i h r o r e h f o ’ e g a m i r o r ri m ‘ a h g u o r h t
t n a tr o p m i t s o m e h t s i y li m a F . s r e h t o n a h t r e s o l c e r a h c i h w s g n il b i s d n a s t n e r a p
n e h w e m t e h t s i d o ir e p s i h T . d o o h d li h c g n ir u d t r a
p theyoungchlidrenspendmos t
n i a g , e m it r i e h t f
o many signiifcan tsocia lskill sand develop thei ratttiudes ,
. s e u l a v d n a s f e il e b , r o i v a h e b
f o t c u d o r p e h t s i n r e tt a p y ti l a n o s r e p s ’l a u d i v i d n i n a t a h t s e t a t s k c o lr u H
a l e r l a i c o s f o e s r u o c e h t g n ir u d g n i n r a e
l itonship wtih people both wtihin and
e l p o e P . ) 9 1 : 4 7 9 1 , k c o lr u H ( e s u o h e h t e d i s t u
o willf acedfiferen tandnewf acti n
y r r a c t a h t e fi l r i e h
t them into a stage o fdevelopment .The developmen tcome s
n o it a l e r e h t m o r
f o fpeoplewtih f amliy and othe rpeopleoutsidet hehouse .Each
s ’ n o s r e
r i e h t e v o r p m i o t s y a w l u f e s u n i p o l e v e d y ll a u s u e l p o e P . e v a h y e h t s e c n e ir e p x e
e li h w e s r o w r o r e tt e b o t n i g n i n r u t s a d i a s e b n a c e g n a h c a , e r o f e r e h T . y ti l a u q s ’ e fi l
. r e tt e b o t n i g n i n r u t e b o t s d n e t p o l e v e
d
n i s a n u k i P , y ll a n o it i d d
A Human Development :an Emergen tScience 3rd
n o it i d
E meniton ssix factor sand expeirence sappea rin adolescence and modfiy
: s w o ll o f s a y ti l a n o s r e p e h t
.
1 Acquisiitono fadul tphysique
.
2 Sexua lmaturaiton ,accompaniedbynewdeirve sandemoiton
.
3 Greate rsefl-awareness ,resulitng in a heightened desrie fo rsefl-drieciton
s l a e d i d n a , s l a o g , s d r a d n a t s f o n o it a u l a v e e r d n a
.
4 The need fo r companionship , wtih p irme emphasi s on heterosexua l
s p i h s d n e ir f
.
5 Treatmen tbyparen tandpeers
.
6 Confilc tairsing from theadolescence’ spersonaltiy developmen t(Pikunas ,
) 1 7 2 : 6 7 9 1
3 .TheoryofAsperger’ sSyndrome
e m o r d n y s s ’ r e g r e p s
A canber eveale dins omebehaviors . tIi spossiblet opu t
e u l c s a s r o i v a h e
b because some patricula r behavior s appea r a s Asperger’ s
e m o r d n y
s symptoms . Thesebehavio rusuallyarecausedbysomedelaysi nbrain .
n i o v ti
R Understanding t henatureo fAuitsm andAsperger’ sDisorderexplained
e b e s e h t n e h w t s ri f t a d e n e p p a h t a h
A s n a H . r
D spergers tudiedagroupwhom hads omeau itsms ymptom sbutt heydid
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n if t wtih the standard diagnositc o f auitsm . These people had norma l
t s u j e r e w y e h T . g n i k l a t n a g e b y e h t n e h w n i y a l e d o n d a h y e h t d n a e c n e g il l e t n i
e r e w e l p o e
p jus to tfencalledass ociallybilnd.
, k o o b s i h n i s m o t p m y s e m o r d n y s s ’ r e g r e p s A e m o s s e if i c e p s o v ti R
r e d r o s i D s ’ r e g r e p s A d n a m s it u A f o e r u t a N e h t g n i d n a t s r e d n
U .Thesesymptom s
e p e r , d e t c ir t s e r f o s n r e tt a p r a l u c it r a p d n a s ll i k s l a i c o s o t t n a v e l e r e r a y l n i a
m ititve ,
. s t s e r e t n i d n a s r o i v a h e b f o s n r e tt a p d e p y t o e r e t s d n
a People wtih Asperger’ s
d r a h e r a e m o r d n y
S to read socia lclues .One by one of t hesesymptom swli lbe
: e r e h w o l e b r e h tr u f d e n i a l p x e
.
a Qualtia itveI mpairmenti nSocia lSkill
r e p s A f o s m o t p m y s t s o
M ger’ ssyndromearer elatedt ol acko fsocia lskills’ s
m a s e h t e r a e m o r d n y s s ’ r e g r e p s A h ti w e l p o e p y n a m f i r e d n o w o N . y ti c a p a
c e sa
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m o s s a h t n e m ri a p m i t s ri F . e r e h e m o r d n y s s ’ r e g r e p s
A ething to do wtih socia l
e y e f o k c a l e r a s i h t f o s e l p m a x e e h T . n o it a l u g e r n o it c a r e t n
i - ot -eye gaze and
e h t s i ti “ t a h t k o o b s i h n i s n o it n e m o v ti R . n o i s s e r p x e l a i c a f g n i d a e r f o y ti li b a p a c n i
fl e s r u o t u o b a n o it a m r o f n i s s e c o r
p -image . tIi st hepatrt ha tprocessesi nformaiton
fl e s t u o b
a -awarness ,how we think abou tourselves ,ou rawarnes so fhow othe r
f o e c n a tr o p m i d n a g n i n a e m e h t d n a , s e v l e s m e h t d n a s u t u o b a l e e f d n a k n i h t e l p o e p
d a e r o t e l b a n u e r a e m o r d n y s r e g r e p s A h ti w e l p o e P . ) 3 4 : 6 0 0 2 o v ti R ( .s e u l c l a i c o s
g n i s s e c o r p n i s y a l e d l a t n e m p o l e v e d y b d e s u a c s i s i h
T the symboilc o f
. r o h p a t e m d n a , m s a c r a s , s e k o j t e r p r e t n i o t y ti li b a p a c n i s i d n o c e S . n o it a m r o f n i h ti w e s o h t e k a m y e h t e c n i s d o o t s r e d n u e b o t t l u c if fi d e r a r e y a l h ti w s e c n e t n e S r d n y S r e g r e p s
A omege tconfused .There i sfuthe rexplanaiton from Rtivo t hati s
. k o o b e h t n i d e n o it n e m c il o b m y s y l h g i h r i e h t f o e u s a c e b h ti w l a e d o t d r a h e r a s e i g o l a n a d n a s e k o J r u o y n i s g n i h t t c e n n o c o t e v a h u o y e u s a c e b y n n u f e r a s e k o j y n a M . e r u t a n r a y ll a u s u t a h t d n i
m e no tconnected .I fyou have concrete thinking an f p e e k l li w u o y , s g n i n a e m c il o b m y s e lt b u s e h t n o g n i h c t a c h ti w e l b u o rt e r a r o m u h e li t s o h d n a , m s a c r a s , s n u P . s e k o j h c u s f o t n i o p e h t g n i s s i m ) 5 4 : 6 0 0 2 o v ti R ( . n o s a e r e m a s e h t r o f tl u c if fi d y ll a u q e s i d ri h
T incapablitiy o freading emo itona lcues .Thi scan be seen from thei r
y ti li b a s i
d to read othe rpeople’ sfeeilng .Peoplewtih Asperge rsyndrome t end t o
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t Understandingt heNatureo fAuitsmandAsperger’ sDisorder .
f o e n o t s ’ e n o e m o s m o r f l l e t t ’ n d l u o c e h t a h t d e s s e f n o c n a m g n u o y e n O e n o t n w o s i h t a h w l l e t t’ n d l u o c e h s a t s u j , g n il e e f s a w n o s r e p t a h t w o h e c i o v . t n a e m e c i o v f
o The conten t and the feeilng were no t automaitcally o t d a h e h t a h t y tl u c if fi d h c u m h ti w ” d e s s e f n o c “ e H . d e t c e n n o c y ll a c il o b m y s k o o l “ t ’ n d l u o w e h o s l o o h c s h g i h o t t o g e h n e h w g n il e e f ” d a e r “ o t ” n r a e l “ ) 5 4 : 6 0 0 2 , o v ti R ( .s r e h c a e t s i h d n a s d i k r e h t o e h t o t ” d i p u t s .
b Restricted , Repe ititve , and Stereotyped Pattern s o f Behavior s and t s e r e t n I s e r a s t s e r e t n i d n a s r o i v a h e b f o s n r e tt a p d e p y t o e r e t s d n a , e v it it e p e r , d e t c ir t s e R e z y l a n a o t t n a v e l e r e r a h c i h w s t n i o p e e r h t e r a e r e h T . s m o t p m y s f o p u o r g d n o c e s s ’t l u o c i P i d o
J House Rules w irtten by Rtivo in Understanding the Nature o f
r e d r o s i D s ’ r e g r e p s A d n a m s it u
A .They are sutiable to explain interests , non
n e h W . s t s e r e t n i f o s n r e tt a p d e p y t o e r e t s d n a d e t c ir t s e r g n i v a h s i t s ri f e h T t s e r s a h y d o b e m o
s ircted and stereotyped pattern sof i nterest ,s t hese i nterest swli l
e t a n i m o
d hi smindmos toft he itme .Heo rshewli lkeept alkingabaou tparitcula r
r a l u c it r a p s i h t n i ” y tl a i c e p s “ e v a h m e h t e k a m e m it e m a s e h t n i h c i h w e k il s g n i h t ti R . s g n i h
t vo descirbe sthese pattern so fbehavio rand interes tby giving an
d n a s e h c a e t e h t c e j b u s e h t t a d o o g o s s i o h w r o s s e f o r p e g e ll o c a t u o a b a e l p m a x e s u c o f e m a s e h t g n i v i g t u o h ti w s t c e j b u s e s e h t t u o b a e r o m w o n k o t t e g n o s n e e k e h . e fi l f o s t c e p s a r e h t o e h t n o g e ll o c a s i e
H e professo rwho know sallt here i st o know abou thi ssubjec t ll e w s i e h e li h W . r e n n a m d e r u t c u rt s d n a e t o r a n i t i s w o n k d n
a -respected
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23
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