TEENAGE SELF-HARM OF THE MAIN CHARACTER

IN THE NOVEL QUIET DESPERATION

a final project

submitted in partial fulfillment of the requirements for the degree of Sarjana Sastra in English

by

Nurul Rizki Avivah

2250407058

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

SEMARANG STATE UNIVERSITY

2011

ii

APPROVAL

The final project was approved by the Board of Examiners of the English

Department of the Faculty of Languages and Arts of Semarang State University on

August 24, 2011.

Board of Examiners:

1. Chairperson Dra. Malarsih,M.Sn.

NIP. 196106171988032001

2. Secretary Drs. Alim Sukrisno, M.A. NIP.195206251981111001

3. First examiner

Galuh Kirana Dwi Areni, S.S., M.Pd. NIP. 195403261986011001

4. Second examiner as second advisor Drs. Amir Sisbiyanto, M.Hum. NIP. 195407281983031002

5. Third examiner as first advisor Bambang Purwanto, S.S., M.Hum. NIP. 197807282008121001

Approved by Dean of Faculty of Languages and Arts

Prof. Dr. Agus Nuryatin, M.Hum NIP. 196008031989011001

ii

PERNYATAAN

Dengan ini saya: Nama : Nurul Rizki Avivah NIM : 2250407058 Prodi/Jurusan : Sastra Inggris, Bahasa dan Sastra Inggris FBS UNNES

Menyatakan dengan sesungguhnya bahwa skripsi / tugas akhir / final project yang berjudul:

TEENAGE SELF-HARM OF THE MAIN CHARACTER

IN THE NOVEL QUIET DESPERATION

yang saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar

sarjana satra ini benar-benar merupakan karya saya sendiri, yang saya hasilkan

setelah melalui penelitian, bimbingan, diskusi, dan pemaparan/ujian. Semua kutipan

baik yang langsung maupun tidak langsung, baik yang diperoleh dari sumber

kepustakaan, wahana elektronik, wawancara langsung maupun sumber lainnya, telah

disertai keterangan mengenai identitas sumbernya dengan cara sebagaimana yang

lazim dalam penelitian karya ilmiah. Dengan demikian walaupun tim penguji dan

pembimbing penulisan skripsi/tugas akhir/final project ini membubuhkan tanda

tangan keabsahannya, seluruh karya ilmiah ini tetap menjadi tanggung jawab saya

sendiri. Jika kemudian ditemukan pelanggaran terhadap konvensi tata tulis ilmiah

yang berlaku, saya bersedia menerima akibatnya. Demikian harap pernyataan ini

dapat digunakan seperlunya.

Semarang, 10 Agustus 2011 Yang membuat pernyataan,

Nurul Rizki Avivah NIM. 2250407058

iii

MOTTO AND DEDICATION

"Be who you are and say what you feel, because those who mind don't matter and

those who matter don't mind."

~ Dr. Seuss

Dear God Allah SWT and my beloved parents, Slamet Riyanto and Umi Hanik

iv

ACKNOWLEDGEMENT

First and foremost, the writer would like to express her deepest gratitude to Allah

SWT (God for all of us) that always blesses her, loves her, and gives her the bests.

Her deepest gratitude goes as well to Bambang Purwanto, SS, M.Hum., her first

advisor, Drs. Amir Sisbiyanto, M.Hum., her second advisor, for their continuous

guidance and valuable suggestion in finishing her final project.

The writer also expresses her gratitude to Drs. Ahmad Sofwan, Ph.D., as the

Head of English Department, all lecturers, and staffs for giving the writer lots of

valuable experiences during her study at the department.

Next, her deepest gratitude is conducted to her beloved parents, Umi Hanik and

Slamet Riyanto, and her siblings, Fafan and Arif. To Winda, Nia, Ayu, Dewi, Dita,

thanks for being her best friends. To everyone who supports her but their names could

not be mentioned.

Finally, the writer realizes that her final project lacks many things. Therefore,

she hopes for criticisms and suggestions for the betterment. She hopes ther final

project will be useful for the readers.

Semarang, 10 Agustus, 2011

Nurul Rizki Avivah

v

ABSTRACT Avivah, Nurul R. 2011. Teenage self-harm of the main character in the novel Quiet

Desperation. Final Project, English Department, Faculty of Languages and Arts. Semarang State University. First advisor: Bambang Purwanto, S.S., M.Hum Second advisor: Drs. Amir Sisbiyanto, M. Hum

Keywords: Self-Harm, Teenage, Main Character

This final project is about teenage self-harm of the main character reflected in the novel Quiet Desperation. The aim of this study is to find out the description of self-harm which is described by the main character, to show self-harm which is described in the novel.

The object of this study is a novel entitled Quiet Desperation. The method of this study is divided into five categories they are reading the novel, selecting the chapter to be analyzed, searching the related material of novel, finding out the problem of the novel, analyzing the data using the descriptive qualitative method. The data collections were appendices. Appendix 1 is the synopsis of the novel. Appendix 2 is the data of the study.

The result of the study is: self-harm is a serious public health problem, a wide range of things that people do to themselves in deliberate and usually hidden way, which are damaging. Self-harm usually starts during puberty or adolescence. They learn to cope emotions in different ways. If they can’t deal with these emotional pains, it can lead into depression. Depression as the one of causes adolescent does self-harm. Adolescent thought that when they cut their self, they can release all of the pains and feel better.

From the data analysis, the writer concludes that: 1) there are three psychological aspects in the novel 2) there is a clear description about the existence of self-harm in this novel and the character reflected in this novel is Adrienne Zynish, the main character, 2) The symptoms of self-harm found in the novel is cutting and eating disorder. The causes of self-harm identified in the novel is depression, conflict with peers, and previous assault that has not been resolved.

Finally, this study is expected to be useful for the readers. Moreover, it is hoped that we can help self-harmers to save them.

vi

TABLE OF CONTENTS

ACKNOWLEDGEMENT ............................................................................ v

ABSTRACT ..................................................................................................... vi

TABLE OF CONTENTS ............................................................................ vii

CHAPTER

I. INTRODUCTION ............................................................................................ 1

1.1 Background of the Study ................................................................................. 1

1.2 Reason for Choosing the Topic ....................................................................... 3

1.3 Statement of the Problem ................................................................................. 4

1.4 Objectives of the Study .................................................................................... 4

1.5 Significance of the Study ................................................................................. 5

1.6 Outline of the Study ......................................................................................... 5

II. REVIEW TO RELATED LITERATURE ..................................................... 7

2.1 Review of Previous Study ................................................................................ 7

2.2 Review of Theoretical Background .................................................................. 8

2.2.1 Psychology .................................................................................................... 8

2.2.1.1 Definition of Psychology ............................................................................ 8

2.2.1.2 Psychology in Literature ........................................................................... 10

vii

2.2.1.3 Abnormal Psychology .............................................................................. 12

2.2.1.4 Psychology in teenage .............................................................................. 18

2.2.2 Self-Harm ................................................................................................... 20

2.2.2.1 Definition of Self-Harm............................................................................ 20

2.2.2.2 Symptoms of Self-Harm ........................................................................... 22

2.2.2.3 Causes of Self-harm ................................................................................. 23

2.2.3 Character and Characterization .................................................................... 24

2.3 Framework of Analysis .................................................................................. 26

III. METHOD OF RESEARCH ........................................................................ 28

3.1 Object of The Study ....................................................................................... 28

3.2 Source of Data ............................................................................................... 28

................................................................................................................................

3.3 Method of Collecting Data ............................................................................. 28

3.4 Method of Analyzing Data ............................................................................. 29

IV. RESULT ANALYSIS .................................................................................. 31

4.1 Psychological Aspect in the Novel ................................................................. 31

4.1.1 Depression .................................................................................................. 32

4.1.2 Eating Disorder……………………………………………………………….32

4.1.3 Personality Disorder…………………………………………………………..33

4.2 The Portrait of Adrienne’s life ........................................................................ 34

viii

4.3 The Analysis of Self-Harm ............................................................................. 39

4.3.1 The symptoms of Self-Harm............................................................................41

4.3.2 The Causes of Self-harm..................................................................................42

V. CONCLUSION AND SUGGESTION .......................................................... 49

5.1 Conclusion .................................................................................................... 49

5.2 Suggestion ..................................................................................................... 50

BIBLIOGRAPHY ......................................................................................... 51

APPENDICES................................................................................................ 53

Appendix 1: Synopsis of Quiet Desperation ......................................................... 53

Appendix 2: Data of the Study ............................................................................. 55

ix

1

CHAPTER I

INTRODUCTION

This Chapter discusses an introduction about the final project containing the

background of the study, reason for choosing the topic, statements of the problem,

objectives and significance of the study,and the outline of the study.

1.1 Background of the Study

We are familiar with the term of literature in our society. It is often related to our

life. Francis Connoly says, as quoted by Koesnosubroto (1988:1), the following

statement:

People read literature because of hunger of information, or amusement, or solace, or because of an appetite for truth that seems to grow by what if feeds on. They read to discover themselves and their world, to assess their special roles on the universe, to learn the meaning of the personal struggles in which they are engaged. In other words, they want to share experience.

By reading literature we can learn many experiences of human life. This is

accordance with Tirajoh Frederik’s statement (1988:1) stating that the material or

subject matter of literature is something very general such as “man’s fate, or

human life.”

According to Roberts and Jacobs (1998:1) state that the world literature

broadly includes just everything writer, we use the word more specifically to refer

to compositions that tell stories, drama situations, express emotions, and analyze

2

and advocate ideas. Literature helps us grow, both personally and intellectually. It

provides an objective base for knowledge and understanding. It links us with the

cultural, philosophic, and religious world of which we are a part.

There are so many literary works which we can find. For instances

novel, poetry, drama, film, song, etc. Such in novel Quiet Desperation, that novel

tries to describe about a young girl as the main character who face a series of

tragedies which sends her into a whirlpool of difficult emotions. She cannot

control her emotions by hurting herself when the tragedy happened to her. She

wreaks her emotion by cutting herself using a razor. As a teenage her behavior is

very unusual.

Self-harm is an expression of personal distress, not an illness. Self-

harmers use it like a way to express emotions they cannot speak about. There are

many varied reasons for a person to harm him or herself. Live in this world

without getting problem is impossible. In the situation when people getting stuck

while trying to solve problems, this can lead to frustration or even depression and

feeling out of control.

There are so many forms of self-harm such as cutting any area of the

body, burning the skin, planned drug overdoses, over eating or dieting, scratching,

swallowing dangerous objects and the others forms which can take a high risk.

Self-harm is common in younger people but it can be happened to older people

too. But, the most typically age range is between 16 until 25.

In Quiet Desperation, Thiel’s novel published in 2010 and considered as

a teenage novel, self-harm can be identified through its symptoms and causes in

3

Adrienne Zynish’s life. Self-harm is found in Adrienne’s life a s she gets into

troubles which lead her life to depressed condition. Being betrayed by her best

friend and the changing of her father’s life are the main causes she does self-harm.

1.2 Reason for choosing the Topic

I chose the novel entitled Quiet Desperation for several reasons. Firstly, Quiet

Desperation is a very interesting literary work with a good description of the

story. This is a young’s novel which tells about a common case of life in teenage

especially. This novel was published in 2010; the writer Lana Thiel succeeded in

writing this novel in way that Teen can easily relate and understand. Her wording

and vocabulary in this book make it so easy to comprehend what is all happening

in her story.

Secondly, the novel which is centered on main character named

Adrienne Zynish tries to describe about her life which full of problems. Her

emotions of loneliness, sadness, angry, and even depression makes her feel

nothing at all. Knowing who she is it’s often a burdensome. The way she chooses

to express her emotions by cutting herself is really dangerous of her life as a

teenager.

Lastly, these emotions lead her to the state of being depression which

finally makes her does self-harm. It affects her life; she feels out of control and

messes her life up.

4

1.3 Statement of the Problem

In order to be focused on this topic, the study will be focused on the

following problems:

1. What is the psychological aspect in the novel Quiet Desperation?

2. What happens in Adrienne’s life?

3. What symptoms and causes of self-harm are identified in Adrienne’s

life?

1.4 Objective of the Study

According to the formulation of the problem above, the objective of

study can be elaborated as follows

1. To describe about psychological aspect in the story of Quiet

Desperation

2. To describe about Adrienne’s life as the main character of Quiet

Desperation

3. To find out the symptoms and causes of self-harm as found in

Adrienne’s life as the main character of Quiet Desperation.

5

1.5 Significance of the Study

Related to the objective of the study above, this analysis is expected to

give knowledge and advantage of the readers such as

1. This study will give a contribution to them particularly students of

English department in UNNES who would like to understand more

about how self-harm appears in human life.

2. Hopefully this analysis could be useful by other researcher as

references in doing their works in the same topic.

1.6 Outline the Research

In arranging this final project, I divide it into some chapters. Every chapter

discusses about the related problem that exist in this thesis.

Chapter I contains of background of study, reasons for choosing topic,

statement of problem, objective of the study, significance of the study, and outline

of study.

Chapter II contains review of related literature. In this chapter I will explore

the things related to the subject. The first is review of previous study, the second

is review of theoretical background, containing psychology, the definition of

psychology, psychology in literature, abnormal psychology, and psychology in

teenage, character and characterization, self-harm, including the definition of self-

harm, symptoms of self-harm, and causes of self-harm. The last is framework of

analysis.

6

Chapter III presents methods of investigation covering the object of the

study, source data, procedure of collecting data, and method of analyzing data.

Chapter IV discusses the analysis of this final project. It is the most essential

part of the study because it discusses about the real self-harm as found in the main

character named Adrienne Zynish. In this chapter I also discuss the psychological

aspect of the novel, the life of Adrienne Zynish, and analysis of self-harm,

including its symptoms, and the causes of self-harm’s in Adrienne’s life.

Chapter V presents the conclusion and suggestion based on to the analysis

that has been explored in the chapter before.

7

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with the explanation that supports to the topic of the

final project. The first is review of previous studies. The second is review of

theoretical background, containing the definition of psychology, psychology

in literature, abnormal psychology, and psychology in teenage, self-harm,

including the definition of self-harm, symptoms of self-harm, causes of self-

harm, character and characterization. The last is framework of analysis.

2.1 Review of Previous Studies

There are many studies which related to psychology analysis from years to

years and some of them are:

(1) Slamet Puji Raharjo (2008) who conducted the study about the

analysis of depression as found in Arthur Miller’s Death of a

Salesman ( a psychological study), he wanted to describe the

portrait of willy loman’s life as the main character of death of

salesman and find out the symptoms, types, causes of depression as

found in will loman’s life.

(2) Irda Zaenun (2005) conducted study about depression: its causes

and effects reflected in Natsume Soseki’s novel Kokoro, focused to

find the symptoms of depression appearing in the novel, to know

7

8

the causes of depression reflected in the novel, and to know the

effects of depression.

Considering all of the studies above, there is still an area of study

which has not been explored. There is about analysis of self-harm

which still has correlation with all of studies above.

2.2 Review of Theoretical Background

This part will discuss about Psychology, definition of psychology,

psychology in literature, abnormal psychology, psychology in teenage, self-

harm, symtoms of self-harm, causes of self-harm, character and

characterization.

2.2.1 Psychology

It contains definition of psychology, psychology in literature, abnormal

psychology, and psychology in teenage.

2.2.1.1 Definition of Psychology

The term psychology derives from the Greek roots psyche, meaning “soul” or

“mind”, and logos meaning “word”. Psychology is literally the study of mind

or soul. Around 1920, psychologists became disenchanted with the idea of

studying the mind. First, science deals with what we can observe, and no one

can observe a mind. Second, talking about “the mind” seemed to imply that

mind is a thing with an independent existence. At any rate, through the mid-

1900s, psychologists defined their field simply as the study of behavior.

9

There are so many definitions of psychology which are different to

another. Psychology as a branch of science, psychology has been defined in

various way, according to the particular method of approach adopted or field

of study proposed by the individual psychologist. (Drever,1960:227).

According to Woodworth and Marquis (1957:30), psychology can be

defined as the science of activities of the individual. The word ‘activity’ is

used here in very broad sense. It includes not only motor activities like

walking and speaking, but also cognitive (knowledge getting) activities like

seeing, hearing, remembering and thinking, and emotional activities like

laughing and crying, and feeling or sad.

According to Ruch (1965:7) psychology means “the science of the

mind”. Furthermore, he gave another definition that psychology is the study of

behavior of organism. By “behavior”, he meant activities or processes that can

be observed objectively. With regard to the previous statement, we can say

that psychology can be studied in a particular and consistent way just as other

science does.

Psychology according to www.peachnet.edu is the science that

studies behavior and the mind. The definition contains three elements:

1. Psychology is a scientific enterprise that obtains knowledge through

systematic and objective methods of observation and experimentation.

2. Psychologists study behavior, which refers to any action or reaction

that can be measured and be observed as the blink of an eye.

10

3. Psychologists study the mind, which refers to both conscious and

unconscious mental states. The states cannot actually be seen, only

inferred from observable behavior.

Based on the definitions of the psychology above, the writer

concludes that psychology is the science of human’s behavior that can be

objectively observed and measured.

2.2.1.2 Psychology in literature

According to Endraswara (2003:96), there are two basic assumptions say that

literature involves psychology for the literary research. The first is that literary

work is a psychological and thinking product of the writers gained from their

subconscious experience and constructed clearly in a textual form in their

conscious condition. Second, this research is to analyze the psychological

characterization of the characters and the mind or feelings aspects of the writer

beyond the text in literary works.

He also added there is a functional relation between psychology and

literature because both have the similar purpose, namely to study

psychological condition of human in their life. This similarity gives help for

the readers especially the students to analyze the psychological phenomena

behind the literary works.

Psychological approach in literary criticism is introduced after many

scholars of literature know a lot of Freud’s teaching which begin to be

published in English. According to William Henry Hudson as cited by

Hardjana (1991:59), psychology enters the area of literary criticism through

11

four ways: (1) discussion about the process of literary creation, (2)

psychological analysis of the author (either as a type or a person), (3)

discussion about psychological theories applicable to the analysis of

character’s behavior in literary works, and (4) the influence of literary works

on the readers.

As stated above that psychology is a vast field, it grows every time.

Psychology was firstly believed as the clinical theories, now might come to

the field of life, such industries, law, education and literature as well.

The relation of psychoanalysis and literature can be seen from different

angles. As cited by Green, (1996:90) stated that based on Freud’s idea, a

Freudian approach to literature views text and sometimes by going through the

author as the object to be analyzed. Freudian literary critics search out the

covert content of a work in an attempt to uncover the unconscious of the text

and also analyze unconscious motives or feelings through the actions of the

characters of the writing of the author. Fellman explains that we normally tend

to see psychoanalysis of the active practice performed upon the passive text.

While literature is considered as a body of language to be interpreted psychoanalysis is considered as the body of knowledge, whose competence is called upon to interpret. Psychoanalysis, in other words, occupies the place of subject, like literature that an object.

That is why Horney as written in Theory of Literature by Wellek and

Warren (1997:90) states that sometimes the novelist can teach us more about

human nature and the psychologist with all of his imagination stated in words.

The author is freely showing his idea based on the psychological theory in his

12

works as the pictures of what is going on around the people, and based on the

deep consideration of human as Hardjana (1985:66) asserts in the following:

Sometimes, literature’s critics take the psychological stream instead of trying to analyze the soul of the author through his works of art. They also use their knowledge about the problems of human life and psycho-logic environment to interpret work without connecting it with the biography of the author this particular psychological approach is appropriate with the people who have the same ideology with Dryden, to whom has the assumption that function and role of literature area trying to serve “the image of man” which fairly and likely or at least if they believe that in fact the aim of literature is the reflection of human’s life.

In some cases, people prefer analyzing literary works psychologically

to studying the biography of the author or the writer. People are trying to show

the image of the writer by describing his or her characteristic through his or her

works into some words. They do not expose the writer’s background or their

life story.

2.2.1.3 Abnormal Psychology

Abnormal psychology is a branch of psychology that deals with

psychotherapy and abnormal behavior. The term covers a broad range of

disorders, from depression to obsession-compulsion to sexual deviation and

many more. Counselors, clinical psychologist and psychotherapist often work

directly in this field. (psychology.about.com/od/abnormalpsychology)

According to David and Vincent (2006:2) psychological disorder or

abnormal behavior is a psychological dysfunction within an individual that is

associated with distress or impairment in functioning and a response that is not

13

typical or culturally expected. Psychological dysfunction itself refers to a

breakdown in cognitive, emotional, or behavioral functioning. For example, if

you are out on a date, it should be fun. But if you experience severe fear all

evening and just want to go home, even though there is nothing to be afraid of,

and the severe fear happens on every date, your emotions are not functioning

properly.

There is another definition about abnormal psychology that is a study

of mental disorder (also called mental illness, psychological disorders or

psychopathology). What they look like (symptoms), why they occur

(etiology), how they are maintained, and what effect they have on people’s

lives. One parsimonious and practical way to define abnormal behavior is to

ask whether the behavior causes impairment in the person’s life. The more a

behavior gets in the way of successful functioning in an important domain of

life (including the psychological, interpersonal and achievement/performance

domains), the more likely it is to be considered a sign of abnormality. When

several such behaviors or symptoms occur together, they may constitute a

psychological disorder.

Abnormal behavior is construed from a number of different

perspectives. Each of the following models tells us something about different

aspects of multi-faceted group of mental disorders. Biological and genetic

models assert that mental disorders are diseases, and symptoms of mental

disorders are caused by factors such as brain defects (abnormalities in the

structures of the brain), biochemical imbalances (complex dysregulation

14

processes involving various neutrotransmitters) and genetic predispositions

(risk for psychopathology carried via our genetic material.

There are six disorders of abnormal psychology according to

http://www.blackwellpublishing.com/intropsych/pdf/chapter15.pdf :

1. Schizophrenia – a living nightmare : is a severe mental

disorder, experienced by sufferers as a living nightmare.

Schizophrenia is characterized by psychosis or a break with

reality. People who are psychotic think and behave in ways that

have little to do with reality, showing significant impairment in

just about every important domain of functioning – perception,

thought, language, memory, emotion and behavior.

2. Mood disorders – depression : major depressive disorder,

also called unipolar depression, is one of the most common of

these disorders, whereas bipolar disorder (also known as

manic-depression), like schizophrenia, is less prevalent. Both

disorders often result in severe impairment. Depression may be

described as feeling sad, blue, unhappy, miserable, or down in

the dumps. Most of us feel this way at one time or another for

short periods. True clinical depression is a mood disorder in

which feelings of sadness, loss, anger, or frustration interfere

with everyday life for weeks or longer.

Depression, in psychology, a mood or emotional state that is

marked by feelings of low self-worth or guilt and a reduced

15

ability to enjoy life. a person who is depressed usually

experiences several of the following symptoms: feelings of

sadness, hopelessness, or pessimism; lowered self-esteem and

heightened self-depreciation; a decrease or loss of ability to

take pleasure in ordinary activities; reduced energy and vitality;

slowness of thought or action; loss of appetite; and disturbed

sleep or insomnia. Depression differs from simple grief or

mourning, which are appropriate emotional responses to the

loss of loved persons or objects. Where there are clear grounds

for a person’s unhappiness, depression is considered to be

present if the depressed mood is disproportionately long.

Depression can have many causes. Unfavourable life events

can increase a person’s vulnerability to depression or trigger a

depressive episode. Negative thoughts about oneself and the

world are also important in producing and maintaining

depressive symptoms. However, both psychosocial and

biochemical mechanisms seem to be important causes; the

chief biochemical cause appears to be detective regulation of

the release of one or more naturally occurring neurotransmitters

in the brain, particularly neropinephrine and serotonin.

Reduced quantities or reduced activity of these chemicals in the

brain is thought to cause the depressed mood in some sufferers.

16

(http://www.britannica.com/EBchecked/topic/158349/depressio

n)

Another source taken from the web, depression appears from

some factors as follows:

a.) A history of depression in the family: it is believed that

depression is genetically passed and inherited from generation

to generation, although the exact way this occurs is not known.

b.) Grief from the death or loss of loved one.

c.) Personal disputes, like conflict with family member.

d.) Physical, sexual, or emotional abuse.

e.) Major events that occur in everyone’s lives, such as moving,

graduating, changing jobs, getting married or divorced, retiring,

etc.

f.) Serious illness: depressed feelings are common reaction to

many medical illnesses.

(http://www.medicinet.com/script/main/art.asp?articlekey=609

17&page=6)

3. Anxiety disorders – when fear takes over : like

depressed mood, anxiety is a common experience has felt some

level of anxiety in their lives. In many circumstances, it is a

normal adaptive experience, physiologically preparing our

bodies to respond when we sense danger.

17

4. Eating disorders – bulimia and anorexia : eating

disorders have attracted a great deal of attention in recent years,

particularly in university where they tend to be prominent.

Eating disorders are complex and difficult to overcome. Both

bulimia and anorexia typically begin in adolescence and

become chronic.

5. Substance use disorders – abuse and dependence: substance

disorders can begin at any age and are becoming more

prevalent, particularly among adolescents. Some people with

substance use disorders show remission, especially late in life,

but relapse is frequent, particularly in response to high-risk

situations, such as negative emotional states, social pressure

and interpersonal conflict.

6. Personality disorders – a way of being : they are disorders of

people’s basic character structure, so there is no ‘normal

functioning’ to return to. The personality disorders themselves

are people’s ‘normal’ way of functioning, and appropriate

treatment means learning entirely new ways of being.

18

2.2.1.4 Psychology in teenage

Adolescence is an important period for development of new levels of

cognitive competence that can strengthen youth’s capacity for agency and help

them navigate this obstacle course (Keating,2004; Moshman,1998).

Adolescents develop greater capacity to understand systems, including messy

real-world systems; to think about hypotheticals and future contingencies; and

to use new metacognitive tools that permit greater executive control of

thought.

Puberty is one of the most profound biological and social transitions in

the life span. Puberty as a social construction is a more complicated concept

and entails definitional ambiguity regarding the onset and offset of puberty;

social-role passages into new reference groups; perceptions of body, self, and

sexual image; and expectations for independent and mature behavior

(Alsaker,1995).

Puberty (latin, pubertas,from pubes, puber, of ripe age, adult) can be

defined as “the state of physical development at which persons are first

capable of begetting or bearing children” (Webster’s New Universal

Unabridged Dictionary, 1979). Puberty in the human is a unique and

integrated transition from childhood to young adulthood that culminates in the

attainment of fertility.

According to Jari and Nurmi (2004:85) adolescence is a crossroads

from childhood to adulthood. Childhood experiences and biological characters

are transformed into interest, competencies, and self-beliefs and begin to play

19

an increasingly important role as the adolescent starts to make his or her way

toward adult life. This development is channeled by variety of opportunities

and constraints in the adolescent’s social and institutional environments, not

all is possible, but many things are. Therefore, ways to deal with problems and

unexpected events are developed. Along with these efforts and adventures,

adolescents begin to know themselves and to make reflections about who they

are.

They also added that adolescents face two broad challenges during the

transition from childhood to adult life: the entrance into production and

reproduction fields of the culture and society. Entrance into production

includes becoming an economically independent individual who is able to

make his or her living in the society and economic system. This

developmental trajectory consists typically of a complex set of decisions

concerning schooling, education, and career. In turn, entrance into

reproduction domain includes a pattern of sequential commitments to

romantic relationship, building up intimate relations, founding a family, and

taking care of children. Although there is a lot of variation in how these two

broad challenges are approached, dealt with, and solved, these seem to be the

key challenges in all cultures and societies. The reasons for this are simple.

When adolescents participate in these two processes, they become agents in

the reproduction of the society, its economy, and its way of life (Nurmi,

1993). Moreover, working through these two general challenges builds up a

20

basis for the adolescent’s individuation from his or her childhood family, as

well as his or her entrance into adult life and identity.

Jari and Nurmi (2004:110) also stated adolescents socialization into

adulthood and related self-development were conceptualized in terms of four

mechanisms: first, it was assumed that the age-graded developmental tasks,

role transitions, and institutional tracks define an opportunity space that

channels young people’s future-oriented motivation, thinking, and behavior.

Second, the kinds of motives and personal goals adolescents construct, and the

ways in which they explore, plan, construct strategies, and enter into

commitments were assumed to be responsible for the ways in which

adolescents direct their future development and select their developmental

environments. Third, as a consequence of their efforts, adolescents attain

outcomes, either successes or failures, which require them to adjust their

previous efforts in terms of goal reconstruction, coping, and the use of self-

protective causal attributions. Finally, after ending up in a particular social

position and related life situation, adolescents construct reflections and tell

stories about who they are.

2.2.2 Self-harm

2.2.2.1 Definition of self-harm

In much of the literature and in many people’s minds, the term ‘self-harm’ is

reserved for obvious acts of self-directed violence, in particular repetitive

self-cutting, self-burning and overdosing. Self-harm is not a medical

diagnosis of mental illness but rather a symptom indicating that something is

21

very wrong. Those people around a person who self-harms often affected by

it can feel distressed and angry.

The term ‘self-harm’ is a broad one and could be applied to the

actions of many people at some time in their lives. Many behaviors that are

culturally acceptable can result in self-inflicted physical or psychological

damage, such as smoking, recreational drug use, excessive alcohol

consumption, over-eating or dieting. Also self-harm can occur as part of

religious practice, as a form of political or social protest or as an act of ‘body

enhancement’ (Babiker and Arnold, 1997; Walsh and Rosen, 1998).

University Counseling Service States that, in exploring a definition of

self-harm, we are not referring to recreational activities which involve a

higher than usual level of risk of injury (e.g. sky-diving, hang-gliding,

mountaineering etc.) Nor we are talking of daily activities where risks are

present, e.g. speeding when driving, potentially hazardous workplace etc.

It also added that self-harm actions often are not intended to produce

a permanent or lethal outcome, although sometimes this is the outcome. Self-

harm is a behavior, not an illness. People who self-harm have difficulties

coping and can feel ‘stuck’ when trying to solve problems. This can lead to

frustration and feeling out of control. Self harm is not about seeking

attention.

22

2.2.2.2 Symptoms of self-harm

According to Dr. Osama Bar, Arab Board Psychiatry, as quoted from

http://www.gndmoh.com/vb/archive/index.php/t-9714.html there are seven

symptoms of self-harm.

a. Self poisoning

b. Cutting behaviours

c. Self burning

d. Scalding

e. Banging head against walls

f. Hair pulling

g. Swallowing or inserting objects

While Scott Porter states that the symptoms of self-harm such as

cutting, overdosing, scratching, pulling out hair, pulling out eyelashes,

burning, blunt force trauma (banging/punching), swallowing dangerous

objects, inserting objects into themselves, biting themselves, starving

themselves, inducing vomiting, drinking or using drugs. All of these are

violent acts and can result in death, disability (mental and/or physical), and

can have damaging social consequences.

(www.brown.uk.com/selfinjury/suyemoto2.pdf)

23

2.2.2.3 Causes of self harm

Steven levenkron (1999:135) in his book “Cutting: Understanding and

Overcoming Self-Mutilation” states that people who have a good level of

confidence, sense of value and good self-esteem do not participate in self-

harm behaviors. Many people who initiate self harm actions do so at a time

when they feel overwhelmed by their emotions. Some of factors that have

occurred in the lives of people who self-harm include:

a. Recent loss

b. Conflict with peers and/or bullying at school

c. Intimacy and self-esteem problems.

d. Previous abuse or assault that has not been resolved.

e. Having lived in a violent environment or been exposed to

threats of harm and/or death, where the impact of this has not

been resolved.

f. Emotion neglect in early life and/or ongoing personal

denigration.

g. Being impulsive and difficulty coping with stress.

h. Self-blame

i. Alcohol and/or illicit drug use.

According to Geraldine Abraham (2005:9), some people feel it is the

only way to express themselves and use it in their desperate struggle to cope

when words are difficult to find. It may be a personal, private expression of

their feelings or may be done more overtly to show other people how badly

24

they feel (in which case the injuries may be done purposely to be seen) and to

draw attention to the fact that they need and deserve notice.

It also added that, others especially those with low self-esteem or self-hatred,

might see it as a way out, a respite from overwhelming emotions such as

anger, loneliness and depression, or it may be that self-harm relieves tension

and distress or takes away the numbness they feel. For some people, self-harm

may be seen as an escape from certain situations in their lives, or as a ‘need’

to punish themselves because of some associated painful early experience like,

for example, abuse in childhood. They are purging, ridding themselves of

poisons, or of ‘dirty’ feelings. Some ‘like’ seeing blood or bloodletting and

may be soothed by the loss of blood, by seeing it washed away. Blood is a

very visible sign of being alive, being punished, making you ill and losing

more blood means being ‘good’ at self-harm, or even that you’re dying. There

can also be a mental health issue. People who self-harm often have other

issues like depression, anxiety, or perhaps a personality disorder.

2.2.3 Character and characterization

Character is one of the novel’s structures. Kennedy defined character as an

imagined person who inhabits a story (Koesnosoebroto 1983:65). As he points

out, stories may happen not only to people but also to the elements of nature,

such as the wind, the wave, or even animals. The story will exist only because

these things will be treated as if they were human rather than they are in

nature, with the exception of stories with animals as characters.

25

Based on the proportion of the fullness of characters’ development,

Forster (quoted by Kennedy, 1983:46) divides character of fiction into flat,

round, and stock characters. Flat character is characterized by one or two

traits. A flat character usually has only one sub standing trait of feature.

Round character is presented in more facets that are their author portrays them

in greater depth in more generous detail. It is called round since the readers

can see all side of characters. The round character is obviously more lifelike

than simple because in life people are not simply embodiment or single

attitude.

The flat characters are the minor ones found in the novel, while the

round characters are the major ones. The major character is the most important

character in a story that cannot stand on his own because he needs other

characters to make the story more convince and lifelike. The minor character

is the character of less important than that of the main. The stock character is

the stereotyped figure who has so often appeared in the story that his nature is

immediately known.

According to Koesnosubroto (1988:66) Characterization is the way of

drawing the characters through literary works. To be believable or convinced,

characterization must observe at least three principles, which are:

1. The characters must not behave one way on one occasion and a different

way on another unless there is a clearly sufficient reason for the change.

2. The characters must clearly be motivated in whatever they do, especially

when there is any change in their behavior.

26

3. The characters must be plausible or lifelike, credible, realistic, probable.

2.3 Framework of Analysis

This study is concern on analyzing self-harm in the Quiet Desperation novel

by Lana Thiel. This analysis also will deal with symptoms and causes of self-

harm.

Firstly, I read the novel for several times to understand the purpose of

this novel and then read the theories of psychology. Secondly, is selecting the

chapters in the novel and find out the problems to be analyzed.

In the analyzing the data, I analyze the psychological aspect of the novel,

the portrait of life of the main character, and self-harm including symptoms,

and causes. In the first step of analyzing the data is exposing the selecting

data. The next step is interpreting the data using the theory of Ruch. The last

step is drawing conclusion to answer the problem in the novel. To make it

easier to be understood, there will be a diagram as follow:

27

The Diagram of Framework Analysis

Reading the novel

Reading Theory of Ruch

Selecting Chapters

Analysis

Conclusion

28

CHAPTER III

METHODS OF INVESTIGATION

In this chapter, I will present the method of investigation that is used to analyze

the novel. They are object of the study, source of data, method of collecting data,

and method of analyzing data.

3.1 Object of The Study

The object of this study is a novel entitled “Quiet Desperation” by Lana

Thiel, published in 2010.

3.2 Source of Data

There are two kinds of source data; they are primary and secondary

sources. The primary source is the main source that is used as reference to this

analysis. It is taken from the subtitle of the novel. Meanwhile, the secondary

source is a source that is used to support the analysis. It is a script novel which is

taken from the internet.

3.3 Method of Collecting Data

In this study, I take some steps to collect data of this analysis. These steps

are taken to get valid data. They are:

28

29

a. Reading the novel for several times to understand further the purpose

of this novel.

b. Selecting the chapter of the novel to be analyzed.

c. Searching related material to the novel from the book and the internet.

d. Finding out the problem of the novel.

e. Analyzing the data that has been done using the certain method which

is described below.

3.4 Method of Analyzing Data

Literature research method is a way chosen by researcher to estimate the shape,

content, and characteristics of literary works as the study. Endraswara (2008:8)

states that method should involve an operational way in a research. It needs

actions that have to be followed relate to the process of taking and analyzing data.

In analyzing the data, I use descriptive qualitative method. Ratna

(2007:46) states that qualitative method takes benefit from interpreting ways and

presents it in the descriptive form. He adds that in social research, the source of

data is a society and the data analysis is their actions. Meanwhile, in literature

research, the source of data comes from works, and script; while the data analysis

comes from the words and sentences.

Bogdan and Biklen in Ratna (2007:93) give five characteristics to

qualitative research, they are a) Research setting is natural. The researcher is the

key instrument because he or she is the unity who cannot be separated from the

context. The researcher is also the data collector. b) The research is descriptive;

30

the data is a words or picture not numeral. c) Give priority in process than the

result. d) The meaning is the main purpose. e) Research tends to be inductive.

Therefore, in analyzing the data I only will give description, analysis, and

interpretation that exist in the novel in qualitative way. The data would be

dialogues, sentences, words, or pictures from the novel.

The steps that I take in analyzing the data are as follows:

a. Exposing the data

First step in analyzing the data is exposing the selecting data that has

been got from, books and from internet.

b. Categorizing the data

After exposing the data, the next step is categorizing the data in order

easy to analyze.

c. Interpreting the data

The next step is interpreting the data. It is an activity to analyze the

data by using the theory of psychology that is related to the problem.

d. Drawing the conclusion

The last step is drawing a conclusion to answer the problem in the

novel.

31

CHAPTER IV

RESULT OF ANALYSIS

I limited my discussions to the main character of this novel named Adrienne

Zynish who does self-harm, including its symptoms, and causes. This limitation is

focused on the discussions which could be described and presented in detail. The

author, Lana Thiel, makes Adrienne especially her way of thinking toward herself

that everybody in her life does not care about what she does. Thiel did not use any

complexity in describing the story, instead she wrote simple and grounded way in

describing the story.

In this chapter I would like to discuss what have been already stated in the

problem statements that are, namely psychological aspect in the novel, portrait of

Adrienne’s life, symptoms, and causes of self-harm as found through the

description of the story in the novel. Here are described as follows:

4.1. Psychological Aspect in the Novel

In the novel Quiet Desperation, it contents a profound psychological content.

Here are the psychological aspects in the novel: depression, eating disorder,

personality disorder.

31

32

4.1. 1 Depression

Adrienne gets depressed with all situations happened to her. This is as the cause

she cuts herself to release her pain. Even she ever tried to kill herself by

swallowing tylanol.

“I’ve been really depressed this week. I don’t know why,” (Thiel, 2010:121).

From this quotation, some psychologists examine her. Actually she really does

not like those psychologists who try to help her. She thought no one can save her.

Finally she meets Erica who became the one she can trust. The one who knows

about her secret that is her best friend Erin betrayed her and Erin’s friend, Jesse

raped her. Since that time she felt that it was her faults. She felt guilty all day and

she kept the secret all inside. She has to pretend that she is happy and she is fine.

Due to this pretence she feels depressed. It is suppoted by this quotation:

“It hurts me so much because I keep it all inside. I have to pretend I’m happy all of the time in front of my family and friends. I don’t want them to know. I want them to think I’m better. It’s getting so hard to pretend” (Thiel, 2010:186).

4.1.2 Eating Disorder

Here in the novel is found eating disorder. Adrienne is starving herself. It can be

seen in the statement:

“I haven’t been eating much again. I was doing better for awhile. Now, I’ve been counting my calories like crazy!”(Thiel, 2010:248).

33

From that statement can be analyzed that Adrienne used to putting herself

down. She feels that she’s fat. Here is also the quotation which underlined she’s

fat,

“…that I hardly eat anything anymore because I think I’m fat,” (Thiel, 2010:110).

Her mother, Lisa also recognizes that there is something wrong with the

Adrienne’s body. She finds that Adrienne’s is getting thin and she has no appetite

every day. It can be identified through:

“You’ve been losing too much weight. You are bone thin.” (Thiel, 2010:58).

4.1.3 Personality Disorder

A series of tragedies happened and a lot emotion exists in the story. Here in the

novel can be identified there are a lot emotion appears in the story. Emotion in

each character will influence their psychological. We can find effects of the

existence of emotions in Quiet Desperation.

The emotion itself comes from the conflicts which exist in the story. The

conflict between the main character struggles with her mostly exists in this story.

“I have a theory. If I fake happiness for a long period of time, I will somehow convince myself that I am happy. So far this theory hasn’t proven to be true. Everyone at school believes I’m happy. It’s funny how I can mask my feelings so well. It often scares me.” (Thiel, 2010:6).

The explanation of the statement above is about how someone masks their

feelings. Especially in the main character, she thought that she has to pretend that

she is happy so that everyone will not notice her that she is in a trouble. While in

the process of pretense a lot emotions will appear and influence the behavior. This

34

situation happens in each character. For example Adrienne gets a trouble with one

of the teachers at school; she is getting nausea with her surrounding, etc. Those

make she feels angry but she can’t show flare up to them. The way she can do is

only pretend to feel everything is fine. The effect of pretense itself is her

psychological changed. She turns into a naughty girl who doesn’t care about her

school. She always thinks negatively to other people.

Her father is also do the same thing like Adrienne did. He also masks his

feelings to everyone. He has to pretend that he’s fine. It can be identified through:

“I didn’t tell you the truth because I thought it’d be easier on you.”(Thiel, 2010:259).

The death of his wife totally had changed him. He lies to Adrienne in a

pinch. Her father hides his emotions by acting to Adrienne seem care nothing

about, dating many women.

In the novel Quit Desperation, here is also found from the reality of life

which is getting hard to accept and realize.

“I guess there’s no point in lying anymore. Your mom, she tried a few times before, but finally succeeded. It’s taken me a long time to accept this and an even longer time to try to understand it.”(Thiel, 2010:259).

That statement means that he needs a long time to accept and understand

about his wife’s death. He lies to Adrienne about his wife’s death intentionally.

He thought that it was the best choice to do it. As imperfect human, we’ve

occasionally used poor judgment on issues in our everyday lives, but the most

important is how we deal with these experiences that will become forever frozen

in our minds. When we don’t know how to deal with these the only way to do just

keep hiding from others and what to do next is pretending that everything is all

35

right. This way will influence our psychology. Our psychology can deviate if we

still keep hiding from others.

Guilty is also can be one of psychological aspects in this novel. Guilty is

found in this story. Guilty has physiological and psychological effects. The

psychological effects can include something bad, such as feelings of

worthlessness or inferiority. Guilty can also serve in a positive way as a

motivator. A person may suffer physiological effects such as insomnia and

physical pain. There is a quotation which underlined the statement:

“Erica, do you think it was my fault?” (Thiel, 2010:184). It shows that Adrienne feels guilty with the tragedy of her rape. She kept

the secret all day without anyone knowing. There are negative physiological

effects caused by guilt. Guilty can make someone over responsible. They will

think that life has to be perfect, and will do everything to please everyone. In this

case Adrienne thinks that she messes her life, she cannot please everyone if the

secret about her rape is revealed.

It may make someone over conscientious so that they may neglect their

needs to avoid affecting others with the negative consequences of an action.

Oversensitivity becomes a problem, as one becomes obsessed with every aspect of

right and wrong in the making decision. Guilty can mislead or misdirect us. A

person may not be able to figure out their true feelings, because of irrational

beliefs lying behind guilt. The feelings might be ignored because of the fear of

guilt, and one would not be able to respond to anything positive or negative. In

this case Adrienne’s father also feels guilty of his wife’s death. He shouldn’t push

36

her wife to have a child. It can be seen in this quotation:

“It was my fault. I want children. I pushed her into it. I never should have…” (Thiel, 2010:259).

People may be so overcome by guilt that they feel worthless and label themselves

as a “bad person”. Guilty can evolve into shame, depression, or anxiety.

4.2 The Portrait of Adrienne’s life

Adrienne Lynn Zynish, as the main character in the novel Quiet Desperation,

faces a lot problem in her life. As a teenager, the role of puberty had influenced all

of her behaviors. In the first chapter of the novel clearly stated that she has

emotions that make her does not know how to do. As can be seen in:

Sometimes I imagine what it would be like to disappear. I wonder what it feels like to just exist and not be anything in particular. I have four emotions lately, sadness, loneliness, depression, anger. Other times I’m completely numb and I feel nothing at all. I don’t have to think about how I should react or what I believe in. knowing who I am is often burdensome. It exalts too much energy. (Thiel, 2010:6)

From the first statement in the novel, it indicates that she is getting into difficult

condition in her life. That condition influences her acts wherever she is. She used

to pay attention at class, but now she is in disregard of her studies at school. She is

always daydreaming at class. Until someday her teacher thought there is

something wrong happened with Adrienne. It can be seen in this statement:

“I can do that sometimes, look like I’m paying attention but be daydreaming. Kind of like how I can mask my emotions”(Thiel, 2010:7).

37

It illustrates that she cannot trust anyone since her best friend betrayed her. Erin,

her best friend betrayed her a year ago. She cannot believe it, Erin did that. She

feels stupid when she is still sad over Erin and everything.

“I thought about Erin, and I scream and cried! I remember saying, I don’t forgive you. I hate you! Why didn’t you believe me? Why? I would’ve believed you! I would’ve listened to you”(Thiel, 2010:184).

Even she does not tell what happened to her to anyone including her step

mother, Lisa, who always tries to know how she is. She thought everyone can’t be

trusted. It is supported in this quotation:

“I can’t trust her. She’ll do something horrible if I trust her. Everyone always does”(Thiel, 2010:34).

From this quote, actually she wants somebody to know her feelings. She

also wants to tell to somebody, but she cannot do that. She thought that no one can

save her secret. It is also proved in this quotation:

“I wish I could tell one person, but no one is safe”(Thiel, 2010:69).

Whenever she gets situation which make her feel sad, angry, she always

hurts herself by cutting her body using a razor.

My arm hurts again. It hurts whenever I’m upset. There must be something awful underneath my skin. I think I swallowed an invisible evil that shows up on the insides of my arms. I’m not sure how the razor dropped into my hand. Something told me to do it. Someone. I wonder if she knows that I think about her and scratch, and cut, and bleed. I wonder if it would even make a difference (Thiel, 2010:7).

From that statement, it can be also indicated that she feels released when she cuts

38

herself. It is supported by:

I sit on my floor in front of the mirror with my razor blade. The music is blaring in my ears. I slice the razor into my leg. I feel the tension in my head release with each stroke of the blade. I’m satisfied with the amount of blood running down. I let it dry. It looks like I spackled rust-colored paint on the bottom half of my leg (Thiel, 2010:43).

She is a close-minded person since her best friend betrayed her and her

father remarried with Lisa. She means mischief with everyone, including her

father, her step mother, her friend, her teacher, etc. It can be seen in:

Some days I don’t talk to her at all. I think she’s okay with that. She doesn’t like me very much. We’re very different and I screw things up between her and my dad. I take away their “alone” time. If I didn’t live here, they would be much happier. They would never admit it but I know that’s how they feel. If my dad was a good person, he never would have married Lisa knowing how I felt about the idea. His way is wrong (Thiel, 2010:18).

Her thought is too hard on them. Even when she meets a new person, she still has

something worse to think about them, as told in the story when she meets some

new friends. Her life is full of pretence, the way of escaping from her problem.

She hates if somebody ask about her life. She prefers being alone to

receive people surround her. This situation due to her problems she got.

Sometimes she also feels that she is getting weak to face her life. And also she is

getting scared every time the nightmare comes to her. It is stated in this quotation:

“Sometimes I wish someone would notice. I mean really notice. Maybe they could save me from myself. I hate how weak I am. I hate that I don’t have any self control over the evil inside of me. It overpowers everything”(Thiel, 2010:25).

From the statement, it can be analyzed that actually she realizes that she had

39

changed into a girl who she can’t recognize herself.

When somebody is trying to know her condition, for example Lisa wants

to know about the scars she had, and also some psychologists want to know about

her psychic condition, she is always doing sarcasm to them. It can be seen in this

quotation:

“Can you try for a moment to drop the sarcasm?”(Thiel, 2010:138).

It shows Erica as the latest psychologist finally asks her to talk calmly. She knows

that Adrienne always be like this to other people who bothers her.

She gets depressed with all situations happened to her. This is as the cause

she cuts herself to release her pain. Even she ever tried to kill herself by

swallowing tylanol.

“I’ve been really depressed this week. I don’t know why,” (Thiel, 2010:121).

From this quotation, some psychologists examine her. Actually she really does

not like those psychologists who try to help her. She thought no one can save her.

Finally she meets Erica who became the one she can trust. The one who knows

about her secret that is her best friend Erin betrayed her and Erin’s friend, Jesse

raped her. Since that time she felt that it was her faults. She felt guilty all day and

she kept the secret all inside. She has to pretend that she is happy and she is fine.

Due to this pretence she feels depressed. It is suppoted by this quotation:

“It hurts me so much because I keep it all inside. I have to pretend I’m happy all of the time in front of my family and friends. I don’t want them to know. I want them to think I’m better. It’s getting so hard to pretend” (Thiel, 2010:186).

40

4.3 The Analysis of Self-harm

Self-harm usually starts during puberty or adolescence. Adolescent learn to cope

with emotions in different ways. Tears, anger, depression and withdrawal are

some of the ways of responding overwhelming feelings. Some teens are troubled

by frequent intense and painful emotions. While some are able to deal with these

feelings, others react differently to their problems because they have not been

taught ways to handle their emotions effectively. They are unable to find the

words and the buildup of feelings makes it difficult for them to think clearly.

Some teens cut to stop their emotional pain. This is the most honest and

direct way to say it. The emotionally abusive homes and environments influence

teens. These homes and environments, including their schools, cause them to

suffer emotional pain and cutting is a form of temporary relief. For teens who cut

themselves, their emotional pain is much more intense than for the average

person. It is an intensity of pain that many of us have never felt, just as we have

never felt the pain of intension starvation. But these people are starving

emotionally.

Cutting often begins on an impulse. It starts when something’s really

upsetting and we don’t know how to talk about it or what to do. But we cannot get

our mind off feeling upset, and our body has this knot of emotional pain. Before

we know it, we’re cutting ourselves. And then somehow, you are in another place.

Then, the next time we feel awful about something, we try it again and slowly it

becomes a habit. It can be identified through:

My arm hurts again. It hurts whenever I’m upset. There must be something awful underneath my skin. I think I

41

swallowed an invisible evil that shows up on the insides of my arms. I’m not sure how the razor dropped into my hand. Something told me to do it. Someone. I wonder if she knows that I think about her and scratch, and cut, and bleed. I wonder if it would even make a difference (Thiel, 2010:7).

Sometimes teens are getting really irritable for almost no reason or suddenly

feeling down without knowing why. Going from sadness to anger to joy in a

matter of minutes can make many teens feel as though they are losing their grip.

Being a teen means struggling with identity and self-image. Being accepted by

friends feels extremely important, and here is the quotation in the novel which can

be identified,

“I want to tell her that my best friend betrayed me, that I don’t have any friends,…” (Thiel, 2010:110).

From this statement, the main character in this novel feels that since the event of

betrayal, she has no friend.

Teens may feel they want to be on their own and make their own

decisions, but it can also seem overwhelming and even a bit lonely at times. As

fun and exciting as this time is, it can be a time of confusion and conflict. It can

take a while for teens and their families to feel comfortable with the transition

between childhood and adulthood. If they can’t deal with the transition and their

conflicts, they choose to solve it by cutting.

4.3.1 The Symptoms of Self-harm

As stated in the previous chapter the symptoms of self-harm such as self-

poisoning, cutting, self-burning, overdosing, scratching, pulling out hair, pulling

42

out eyelashes, burning, blunt force trauma, swallowing dangerous objects,

inserting objects into themselves, biting themselves, starving themselves, inducing

vomiting, drinking or using drugs.

Self-harm is in this study particularly in self-cutting is a form of

intentional self-injury and self-mutilation, without the intent of suicide. Cutting is

done with sharp objects such as razors, knives, pins/needles, sharp stones and

broken glass. Common body sites cut include arms, wrist, ankles and lower legs.

Cutting and the marks it leaves are usually kept well hidden so the behavior can

continue without interference. Cutting is the most common method of self-injury

and is often done repetitively, that is, not just as a one-time occurrence.

In this novel can be found that the main character, Adrienne does self-

harm. She cut herself, and starving herself. It can be seen in:

I sit in the practice room again for lunch. I can’t eat. Mu stomach is too upset. I feel around in the small pocket of my backpack. I find what I’m looking for and grab onto it while leaving my hand rest in the pocket. I squeeze my hand over it forcefully, gripping with all of my strength. I close my eyes and think of everything. I think about the moment when my life changed, when I turned into the monster that I am. I take my handout of the pocket and zip my backpack with the other hand. I look at my creation. There is one thick line down the middle. It is bleeding now. It gushes fast and drips down to my fingertips in patterns (Thiel, 2010:23).

And here is another symptom found in this novel, she is starving herself. It can be

seen in the statement:

“I haven’t been eating much again. I was doing better for awhile. Now, I’ve been counting my calories like crazy!”(Thiel, 2010:248).

From that statement can be analyzed that Adrienne used to putting herself

43

down. She feels that she’s fat. Here is also the quotation which underlined she’s

fat,

“…that I hardly eat anything anymore because I think I’m fat,” (Thiel, 2010:110).

Some teens struggle with their self-esteem when they begin puberty

because the body goes through many changes. These changes, combined with a

natural desire to feel accepted, mean it can be tempting for people to compare

themselves with others. They may compare themselves with the people around

them or with actors and celebs they see on TV, in movies, or in magazines. In this

novel Adrienne compares herself with her step mother, Lisa. It can be seen in this

statement,

“Lisa is sitting on the couch paging through the newspaper. I sit beside her to look at the movie listings. I’m irritated when I feel my fat roll rest on another fat roll. I’m such a fat pig” (Thiel, 2010:123).

4.3.2 The Causes of Self-harm

Cutting is done primarily as a means to cope with painful emotions.

Adolescents with self-mutilated had higher measures for anxiety and depression

than their peers who did not self-mutilate. Depression as found in the main

character leads her to cut herself. The person who cuts will do so in order to

escape from feeling trapped, such as “lonely,” “sad,” and “alone,” in an

intolerable psychological and emotional situation that they cannot control or cope

with. It can be seen through:

“I close my eyes for a moment. I felt angry, betrayed, frustrated, and deceived. I felt alone.” (Thiel, 2010:175).

44

It shows that she feels like that because of her best friend betrayed her and her

father cheated with, Cheryl, her friend who she trusted lately.

Cutting provides temporary relief from anxiety and agitation, or provides

stimulation out of “downer” states such as depression, emotional numbness,

hopelessness and apathy toward life.

“I guess the hardest part about this whole thing is that I miss someone getting after me all of the time to do something. I feel like I could disappear and no one would notice. I thought I hated being talked to all of the time but now people leave me alone, I really miss it. I feel like I’m hopeless” (Thiel, 2010:155).

When she’s cutting, she thinks about the pain she has that is the rape, the

betrayal, and everything.

Here are the causes in Adrienne’s life that led her depression:

1. The betrayal of her best friend. Erin as her best friend betrayed her.

It can be seen in:

“The only girl I did find betrayed me” (Thiel, 2010:6).

2. She was raped by Erin’s friend when they had a party. It is stated

that:

“It was after that, that it was a little hazy. I don’t remember how my pants got off. Did I take them off? Or when he put his face down there, and licked me. It was uncomfortable and unwanted. I’m not sure when his boxers came down or his glasses came off his face…” (Thiel, 2010:107).

3. Her father’s behavior.

“I’m sorry he’s such a dick. How long have you known about her?” somehow I feel like I should apologize for my dad, like it’s partly my fault because he’s my father” (Thiel, 2010:116).

45

In this novel, her father always cheated on someone. It’s because

he still cannot accept the truth of his wife’s death.

4. She feels hopeless in her life.

“I guess that the hardest part about this whole thing is that I miss someone getting after me all of the time to do something. I feel like I could disappear and no one would notice. I thought I hated being talked to all of the time but now that people leave me alone, I really miss it. I feel like I’m hopeless” (Thiel, 2010:155). From the quotation, she really feels hopeless. She really miss her

life in the past.

5. She feels guilty of her fault.

Why would it be your fault? I know this sounds stupid. I’ve seen the made-for-TV movies when the girl is ashamed and won’t tell anyone because she thinks it’s her fault. I’ve screamed at the girl on the screen before telling her she’s ridiculous to think that. Until it happened to me (Thiel, 2010:185). It shows that, when she cannot pleases everyone and she makes a

mistake, she feels that it is her fault.

6. She is tired of facing problems.

“I’m tired of facing them,” I answer exhaustedly (Thiel, 2010:195). In the novel, Adrienne gets into a lot problems. Until she feels tired

of it.

Those causes finally led her into depression and make her doing

something dangerous to her. She hurts herself as a way of escaping from her pain.

In this quotation,

46

“I mean of all of the things that led my depression” (Thiel, 2010:196),

Conflict with peers is also the causes of self-harm. It can be identified

through:

“Girls at my high school are catty bitches that lie to make themselves feel better. I don’t think I’ll find one to connect with. The only girl I did find betrayed me” (Thiel, 2010:6).

Previous assault that has not been resolved is also one of the causes of

self-harm. In this novel can be seen in the statement:

“I can’t remember how I felt about life before I was raped or how I got through each day” (Thiel, 2010:179).

It tells that she was raped by Erin’s friend in the night when they had a party. She

doesn’t believe that her best friend said that it was just a night of mistakes, it

wasn’t anyone’s fault.

There are so many reasons for people who do self-harm. There are so

many reasons of a cutter. It can be hard to understand why people especially for

adolescents cut themselves on purpose. They just want to try to cope with the pain

of strong emotions, intense pressure, or upsetting relationship problem. They feel

desperate for relief from bad feelings. The explanation above is the causes of self-

harm which have been analyzed through this novel.

47

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In the last chapter of this study will present about conclusion and suggestion. The

conclusion presents as the summary of the chapters that have been discussed

before and the conclusion presents some suggestions that may be useful for the

readers of this study.

5.1. Conclusions

Based on the analysis of the previous chapters, here I present some points as the

conclusion of this study.

In the novel Quiet Desperation there are three psychological aspects,

depression, eating disorder, and personality disorder. There is also a clear

description about the existence of self-harm and the main character that is

reflected in this novel, Adrienne Zynish. She faces a series of tragedies which

sends her into difficult emotions. Self harm is a serious public health problem.

Self-harm is a wide range of things that people do to themselves in deliberate and

usual hidden way, which are damaging. Self-harm is often a way of coping with

painful and difficult feelings and distress.

The symptoms of self-harm found in this novel are cutting and eating

disorder. The causes of self-harm identified in this novel are depression, conflict

with peers, and previous assault that has not been resolved.

47

48

5.2. Suggestions

Based on the conclusion above, the study is expected to be useful for the readers

generally and English literature students particularly. The followings are some

suggestions that the writer wants to give to the readers.

Firstly, the most important way in which others can help self-harmers is by

listening and not judging them.

Secondly, make it clear that we’re always willing to listen and help

without judging but please don’t intrude them because we may well alienate them

further.

Thirdly, it is hoped that the readers will see and analyze this novel from

different perspective so that there will be comparison study to get comprehensive

study.

49

BIBLIOGRAPHY

Alsaker, F. D. (1995). Timing of puberty and reactions to pubertal changes. In M. Rutter (Ed.)

Drever, J.1960. A dictionary of Psychology. Pinguin Books Inc:Baltimore.

Endraswara, S.(2003).Metodologi Penelitian Sastra.Yogyakarta: Penerbit Pustaka Widyatama

Encyclopedia Britannica.2009.Encyclopedia Britannica 2009 Student and Home

Edition.Chicago:Encyclopedia Britannica. Frederik, Juliana Tirajoh. 1988. English Poetry An Introduction to Indonesia

Students.Jakarta:Depdikbud. Hardjana, Andre. 1985. Kritik Sastra: Sebuah Pengantar. Jakarta: Gramedia.

Keating, D. (2004). Cognitive and brain development. In R.M. Lerner & L. Steinberg (Eds.),Handbook of adolescent psychology. (pp. 45–84). New York: John Wiley & Sons.

Koesnosoebroto, S. B. 1988. The Anatomy of Prose Fiction. Jakarta: Depdikbud

Dirjen Pt, Proyek Pengembangan Lembaga Pendidikan Tenaga Kependidikan.

Moshman, D. (1998). Cognitive development beyond childhood. In D. Kuhn &

R.S. Siegler(Eds.), Handbook of child psychology: Vol 2. Cognition, perception, and language. (pp.947–978). New York: John Wiley & Sons.

Nurmi, J.-E. (1993). Adolescent development in an age-graded context: The role

of personal beliefs,goals and strategies in the tackling of developmental tasks and standards. International Journal of Behavioral Development, 16, 169–189.

Rees, RG.1973.english literature: An introduction for Foreign

Readers.Hongkong: Macmillan Education, Ltd. Roberts & Jacobs .1998. An Introduction to Reading and Writing Literature.

Ruch, F.L. 1984. Psychology and life. Foresman and company: New York.

Tarigan, G.H. 1986. Prinsip-Prinsip Dasar Sastra. Bandung: Angkasa.

49

50

Walgito, Prof. Dr. Bimo. 1980. Pengantar Psikologi Umum. Yogyakarta:Andi.

Woodworth, R.S., and Marquis, D. 1951. Psychology. Henry Holt and Company: New York

http://www.peachnet.edu

http://www.psychology.about.com/od/abnormalpsychology http://www.blackwellpublishing.com/intropsych/pdf/chapter15.pdf

http://www.gndmoh.com/vb/archive/index.php/t-9714.html http://www.brown.uk.com/selfinjury/suyemoto2.pdf

51

APPENDICES

52

Appendix 1

SYNOPSIS OF QUIET DESPERATION

In Quiet Desperation, the story centers on the main character named

Adrienne Zynish, seventeen years old, who used to figure out everything. She

lives with her father and step mother. According to her thought, her father doesn’t

care about what she did, he always comes late at home, and her step mother, Lisa,

a veterinarian, is only occupied by her pug dog, tootsie. Her old best friend, Erin,

betrayed her and refusing to talk to her. While in the other her one friend, Ashley

thinks only herself. The one who make she starts to change her life into a difficult

situation is Erin. Anytime she feels depressed, she always cuts herself using a

razor.

At school she does like unusual, she never pays attention at school, she

does not do homework, until she gets detentions from the teacher. She messed her

progress at school. Once, Lisa finds some scars in her body and asks her about

what happened in her life but, she never answers that. One day she meets a man in

the volunteer community service hours for church, named Gabriel. He also

introduce his friend, in the place of his work, Cherryl and Pam. Both of them have

a good relationship although Adrienne still cannot trust anyone.

One day she finds that her father cheat on Lisa. She cannot believe in her

father did that to Lisa. She tries to kill herself by swallowing a lot of pills, luckily

Lisa finds her, and she can still alive. Lisa takes her to some psychologist to

recover her. So and so Adrienne still does not show her progress, and she is still

52

53

doing cutting when she feels depressed. Her father decided to leave Lisa, and

move on Sylvia’s house, her new woman. He takes Adrienne with him.

Adrienne joins therapy at the hospital and finally she meets a psychologist

who can she trust, her name’s Erica. Little by little she starts to tell about what she

has done to her, although she still has not tell about the reason she cuts herself yet.

She gets stunned when she knows that her father cheat on Sylvia, and the woman

is Cherryl, her friends at the bar. She cannot believe, Cherryl replaces Sylvia as

her mother.

Erica offers her to join in summer camp so that she can escape from her

house for a while during summer. Adrienne agrees and she joins in summer camp.

Unfortunately, in the summer camp, she gets troubles with one of her friends in

there. That makes her returns at home just for a night. At home, she finds her

father with another woman. She gets angry with her father and runs away from

home. She tells everything to Erica. Finally she tells the secret of being raped by

Jesse, Erin’s friends who finally betrayed Adrienne. It’s the first time she feels

relief of her pain she had. Erica gives her an advice that she must face the problem

she had. Escaping is not a best solution.

When the summer camp is over, she comes back home. She finds a letter

from her mother to her father. Finally she knows the truth about her mother’s

death. She meets Erica and tells her. She starts to change her life be better.

54

Appendix 2

DATA OF THE STUDY

PSYCHOLOGICAL ASPECT

NO DATA FOUND IN

Page Paragraph Line

1.

2.

3.

4.

5.

I have a theory. If I fake happiness

for a long period of time, I will

somehow convince myself that I am

happy. So far this theory hasn’t

proven to be true. Everyone at school

believes I’m happy. It’s funny how I

can mask my feelings so well. It

often scares me.

I didn’t tell you the truth because I

thought it’d be easier on you.

I guess there’s no point in lying

anymore. Your mom, she tried a few

times before, but finally succeeded.

It’s taken me a long time to accept

this and an even longer time to try to

understand it.

Erica, do you think it was my fault?

6

259

259

184

259

2

8

8

10

11

1-4

4-5

2-4

1

3

55

6.

7.

It was my fault. I want children. I

pushed her into it. I never should

have…

You’ve been losing too much weight.

You are bone thin.

I’m sitting in lobby of another

psychologist’s office.

58 112

3

1

4

1

PORTRAIT ADRIENNE’S LIFE

NO DATA FOUND IN Page Paragraph Line

1.

2.

Sometimes I imagine what it would be

like to disappear. I wonder what it

feels like to just exist and not be

anything in particular. I have four

emotions lately, sadness, loneliness,

depression, anger. Other times I’m

completely numb and I feel nothing at

all. I don’t have to think about how I

should react or what I believe in.

knowing who I am is often

burdensome. It exalts too much

energy.

6

7

1

5

1-5

2-3

56

3.

4.

5.

6.

I can do that sometimes, look like I’m

paying attention but be daydreaming.

Kind of like how I can mask my

emotions.

I thought about Erin, and I scream and

cried! I remember saying, I don’t

forgive you. I hate you! Why didn’t

you believe me? Why? I would’ve

believed you! I would’ve listened to

you.

I can’t trust her. She’ll do something

horrible if I trust her. Everyone always

does.

I wish I could tell one person, but no

one is safe.

My arm hurts again. It hurts whenever

I’m upset. There must be something

awful underneath my skin. I think I

swallowed an invisible evil that shows

up on the insides of my arms. I’m not

sure how the razor dropped into my

hand. Something told me to do it.

184

34

69

7.

3

5 3 4

4-6

2

3

1-6

57

7.

8.

9.

Someone. I wonder if she knows that I

think about her and scratch, and cut,

and bleed. I wonder if it would even

make a difference.

I sit on my floor in front of the mirror

with my razor blade. The music is

blaring in my ears. I slice the razor

into my leg. I feel the tension in my

head release with each stroke of the

blade. I’m satisfied with the amount of

blood running down. I let it dry. It

looks like I spackled rust-colored paint

on the bottom half of my leg.

Some days I don’t talk to her at all. I

think she’s okay with that. She doesn’t

like me very much. We’re very

different and I screw things up

between her and my dad. I take away

their “alone” time. If I didn’t live here,

they would be much happier. They

would never admit it but I know that’s

how they feel. If my dad was a good

person, he never would have married

43

18

2 2

1-5

4-12

58

10.

11.

12.

Lisa knowing how I felt about the

idea. His way is wrong.

Sometimes I wish someone would

notice. I mean really notice. Maybe

they could save me from myself. I hate

how weak I am. I hate that I don’t

have any self control over the evil

inside of me. It overpowers

everything.

Can you try for a moment to drop the

sarcasm?

I’ve been really depressed this week. I

don’t know why.

It hurts me so much because I keep it

all inside. I have to pretend I’m happy

all of the time in front of my family

and friends. I don’t want them to

know. I want them to think I’m better.

It’s getting so hard to pretend.

25

138

121

186

9 8 9 1

1-3

1

1

1-3

59

ANALYSIS OF SELF-HARM

NO DATA FOUND IN Page Paragraph Line

1.

2.

My arm hurts again. It hurts

whenever I’m upset. There must be

something awful underneath my

skin. I think I swallowed an

invisible evil that shows up on the

insides of my arms. I’m not sure

how the razor dropped into my

hand. Something told me to do it.

Someone. I wonder if she knows

that I think about her and scratch,

and cut, and bleed. I wonder if it

would even make a difference.

I want to tell her that my best friend

betrayed me, that I don’t have any

friends,

7

110

4

9

1-6

3-5

60

THE SYMPTOMS OF SELF-HARM

NO DATA FOUND IN Page Paragraph Line

1.

2.

I sit in the practice room again for

lunch. I can’t eat. Mu stomach is

too upset. I feel around in the small

pocket of my backpack. I find what

I’m looking for and grab onto it

while leaving my hand rest in the

pocket. I squeeze my hand over it

forcefully, gripping with all of my

strength. I close my eyes and think

of everything. I think about the

moment when my life changed,

when I turned into the monster that

I am. I take my handout of the

pocket and zip my backpack with

the other hand. I look at my

creation. There is one thick line

down the middle. It is bleeding

now. It gushes fast and drips down

to my fingertips in patterns.

“I haven’t been eating much again.

I was doing better for awhile. Now,

23

248

6

5

1-9

2-4

61

3.

4.

I’ve been counting my calories like

crazy!”

“…that I hardly eat anything

anymore because I think I’m fat,”

“Lisa is sitting on the couch paging

through the newspaper. I sit beside

her to look at the movie listings.

I’m irritated when I feel my fat roll

rest on another fat roll. I’m such a

fat pig.”

110

123

9

12

4-5

8-10

CAUSES OF SELF-HARM

NO DATA FOUND IN

Page Paragraph Line

1.

2.

“I close my eyes for a moment. I

felt angry, betrayed, frustrated, and

deceived. I felt alone.”

“I guess the hardest part about this

whole thing is that I miss someone

getting after me all of the time to do

something. I feel like I could

175

155

18

6

1-2

2-5

62

3.

4.

5.

6.

disappear and no one would notice.

I thought I hated being talked to all

of the time but now people leave

me alone, I really miss it. I feel like

I’m hopeless.”

“The only girl I did find betrayed

me.”

“It was after that, that it was a little

hazy. I don’t remember how my

pants got off. Did I take them off?

Or when he put his face down there,

and licked me. It was

uncomfortable and unwanted. I’m

not sure when his boxers came

down or his glasses came off his

face…”

“I’m sorry he’s such a dick. How

long have you known about her?”

somehow I feel like I should

apologize for my dad, like it’s

partly my fault because he’s my

father.”

“Next time, I want to murder my

6

107

116

172

3

6

2

9

6

6-9

2-4

2-3

63

7.

8.

9.

10.

fear – to stab it to death and crush

its glasses. But first, I need to get

really angry; it’s hard to do that

when I’m scared.”

“I guess that the hardest part about

this whole thing is that I miss

someone getting after me all of the

time to do something. I feel like I

could disappear and no one would

notice. I thought I hated being

talked to all of the time but now that

people leave me alone, I really miss

it. I feel like I’m hopeless.”

Why would it be your fault?

I know this sounds stupid. I’ve seen

the made-for-TV movies when the

girl is ashamed and won’t tell

anyone because she thinks it’s her

fault. I’ve screamed at the girl on

the screen before telling her she’s

ridiculous to think that. Until it

happened to me.

“I’m tired of facing them,” I answer

155

185

195

196

6

1-2

9

5

2-5

1,1-4

1

1-2

64

11.

12.

exhaustedly.

“I mean of all of the things that led

my depression.”

“Girls at my high school are catty

bitches that lie to make themselves

feel better. I don’t think I’ll find one

to connect with. The only girl I did

find betrayed me.”

“I can’t remember how I felt about

life before I was raped or how I got

through each day.”

6

179

3

5

4-6

4-5