A PSYCHOANALYSIS TOWARD SCHOOL VIOLENCE IN EKSKUL

THESIS Submitted in Partial Fulfillment Of the Requirements for the Degree of Sarjana Pendidikan

Septi an !omarudin ""#$$%$%%

ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
2009

A PSYCHOANALYSIS TOWARD SCHOOL VIOLENCE IN EKSKUL

THESIS Submitted in Partial Fulfillment Of the Requirement for the Degree of Sarjana Pendidikan

Septi an !omarudin ""#$$%$%%

&ppro'ed b (

Erio FanggidaE) S*Pd* Super'isor

Pur+anti ,usumaningt as) -*Hum* E.aminer

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COPYRIGHT STATEMENT
This thesis /ontains no su/h material as has been submitted for e.amination in an /ourse or a//epted for the fulfillment of an degree or diploma in an uni'ersit * To the best of m kno+ledge and belief) this /ontains no material pre'iousl published or +ritten b an other person e./ept +here due referen/e is made in the te.t* /op right0#$$1* Septi an !omarudin and Erio R*P* FanggidaE) S*Pd* &ll right reser'ed* 2o part of this thesis ma be reprodu/ed b an means +ithout the prior +ritten permission of at least one of the /op right o+ners of the English Department of Sat a 3a/ana 4hristian 5ni'ersit ) Salatiga* Septi an !omarudin(

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ACKNOLEDGEMENTS
First of all) I +ant to gi'e m gratitude to m 6ord) &llah s*+*t) sin/e it7s all of His gra/e) so that I /an get this thesis done* I also +ant to gi'e m thanks to m parents +ho al+a s supports me finan/iall and morall * Then to m

super'isor) -r* Erio) +ho patientl guide me until I /an finish this thesis* Thanks to m friends in students organi8ations I joined) for our understanding and moral support) so that I ha'e the time to do this paper*

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TABLE OF CONTENTS
& PS94HO&2&69SIS TO3&RD S4HOO6 :IO6E24E I2 E,S,56**************i F&456T9 OF 6&2;5&;E &2D 6ITER&T5RE*************************************************i & PS94HO&2&69SIS TO3&RD S4HOO6 :IO6E24E I2 E,S,56*************ii 4OP9RI;HT ST&TE-E2T**********************************************************************************iii &4,2O6ED;E-E2TS****************************************************************************************i' T&<6E OF 4O2TE2TS*****************************************************************************************' &<STR&4T***********************************************************************************************************'ii 4H&PTER I*************************************************************************************************************" I2TROD54TIO2****************************************************************************************************" *& <a/kground of Stud **************************************************************************************" *< Statement of Problem**************************************************************************************# *4 Resear/h !uestions*****************************************************************************************# *D Obje/ti'e of the Stud ************************************************************************************# *E Definition of Term*******************************************************************************************= *" <ull ing******************************************************************************************************= *# Ps /hoanal sis********************************************************************************************= *= 4lassroom &'enger*************************************************************************************% *% 2ar/issism***************************************************************************************************% *F Resear/h -ethodolog ************************************************************************************% *" Data ;athering -ethod******************************************************************************% *# -ethod of &nal sis*************************************************************************************% *; Signifi/an/e of the Stud ********************************************************************************% *H S/ope of the Stud ******************************************************************************************> 4H&PTER II************************************************************************************************************? RE:IE3 OF 6ITER&T5RE***********************************************************************************? *& Ps /hoanal sis************************************************************************************************? *< 2ar/issism*******************************************************************************************************1 *4 <ull ing**********************************************************************************************************@ '

*D S/hool Shooting********************************************************************************************"$ 4H&PTER III*********************************************************************************************************"# &2&69SIS************************************************************************************************************"# *& The Ps /hologi/al E.planation on <ull ing************************************************"# *" Ps /hoanal sis******************************************************************************************"# *a ;er as the leader of the bullies***********************************************************"# *< The Ps /hologi/al &nal sis to the S/hool Shooter**************************************"> *" Ps /hotherap s/ene ********************************************************************************"1 *# First AHostageB s/ene*******************************************************************************"1 *= ACoshua ask his parents7 permission to do the e.tra/urri/ular a/ti'it B s/ene*************************************************************************************************************"1 *% ACoshua hung on the fen/eB s/ene************************************************************"1 *> ACoshua has an interrogation +ith his /ounseling tea/herB s/ene*************"@ *? #nd AHostageB s/ene*********************************************************************************"@ *D The 2egotiation s/ene******************************************************************************#$ *1 Sui/ide s/ene********************************************************************************************#$ 4H&PTER I:********************************************************************************************************## 4O2465SIO2 &2D RE4O-E2D&TIO2S*******************************************************## *& 4on/lusion****************************************************************************************************## *< Re/ommendations*****************************************************************************************#= *" For Parents************************************************************************************************#= *a Parents of the <ull ******************************************************************************#= *b Parents of the 'i/tim****************************************************************************#= *# For the s/hool*******************************************************************************************#% REFERE24ES*******************************************************************************************************#>

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ABSTRACT
S/hool is the pla/e +here the /hildren should ha'e a good edu/ation) so that the /an lead this +orld +ell* <ut) ho+ if that pla/e to stud is ruined b a s/hool 'iolen/e done b the studentsE This thesis +ill dis/uss about one of the most frequentl happen 'iolen/e) Abull ing)B b using the ps /hologi/al approa/h* The ps /hologi/al theories that +ill used in this paper is mostl the ps /hoanal sis theor and it7s bran/hes) su/h as ps /hopatholog and nar/issism* The other ps /hologi/al theor that +ill be used as /omplementar theor is the so/ial ps /holog * Ho+e'er) the frame+ork that +ill be used is not the real life* This thesis +ill use a +inning a+ard mo'ie entitled AEkskul)B +hi/h des/ribe about the bull ing a/ti'it that leads to s/hool shooting in/ident* < doing this thesis) I find out some e.planation about the /ause of bull ing) ang ho+ /an it leads the 'i/tim to be a s/hool shooter*

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CHAPTER I INTRODUCTION
.A Background of Study S/hool 'iolen/e has been a troublesome matter that haunts the edu/ation s stem in almost all part of the +orld) in/luding our nation* One of the s/hool 'iolen/e is bull ing) +hi/h is usuall done b the most dominant students to their peers +ho are /onsidered +eak* This a/ti'it has a 'er destru/ti'e effe/t) espe/iall for the 'i/tims* &s it is /ited b 4hristina Salmi'alli) a resear/her named 4ard F#$$#G) found out that the s/hool bull ing 'i/tims /an ha'e problems su/h as s/hool a'oidan/e) lo+ a/ademi/ a/hie'ement) and the inabilit to enjo the s/hool life* ,umpulainen F"@@1G also added these bull ing result +ith the problem of the 'i/tim to so/iali8ed +ith others* 5nfortunatel this kind of 'iolen/e) in the +orst /ondition) /an lead the 'i/tim into a death agent +ho +ill /ommit the more destru/ti'e kind of 'iolen/e) s/hool shooting* -ost perpetrators of this /rime is usuall the 'i/tims of bull ing) as it is listed b Cames P* -/;ee and 4aren R* <ernardo F"@@@G) that at least "> s/hool shooting in/ident) +hose perpetrator is the 'i/timi8ed students) o//urred bet+een "@@" to #$$" in the 5*S* The oppression that the suffer leads them to depression* 4annot stand an more oppression) the 'i/tims seek for a +a to end their suffering) and one of the +a is that the ha'e to do the re'enge* "

<eing a+are of that matter) a s/ript+riter) Eka D Sitorus) +rote a mo'ie about bull ing and s/hool shooting) entitled E,S,56* This mo'ie tells about one sh nerd student) +ho is al+a s bullied b the dominant group of students) +hi/h is the s/hool basketball team* This /ondition +orsens b his o+n parents +ho raise him b 'iolen/e* 4annot bear all of that burden) he de/ides to do the re'enge b takingHhostage of the bullies* In this thesis) the +riter +ant to relate the mo'ie to the real life situation +here the s/hool 'iolen/e happen* The +riter +ants to figure out +hat makes some students do the bull ing) and also ho+ it /an lead to other form of 'iolen/e Fin the mo'ie is s/hool shooting in/identG* .B Statement of Problem The problem being dis/ussed in this thesis is the ps /hologi/al fa/tors that leads to bull ing) and ho+ /an it leads to other form of 'iolen/e* < using the mo'ie) +e hope that +e /an make an anal sis to find that fa/tors* .C .D Research Questions 3hat ps /hologi/al fa/tors that ma be/ome the sour/e of bull ingE Ho+ /an bull ing be/ome the trigger of the s/hool shooting in/identE Objective of the Study To kno+ about some fa/tors that ma influen/e the students7 beha'ior in doing either bull ing or its7 follo+ing 'iolen/e*

.E

Definition of Term

.1 Bully !" <ull ing is a /ons/ious) +illful) deliberate) hostile and repeated beha'ior b one or more people) +hi/h is intended to harm others*

#$%%&'(())).*ully !".+," & kind of ph si/al or nonHph si/al 'iolen/e done b the stronger group to the +eaker one FDebra I 3ind ) #$$$G <ull ing in/ludes a +ide 'ariet of beha'iors) but all in'ol'e a person or a group repeatedl tr ing to harm someone +ho is +eaker or more

'ulnerable* It /an in'ol'e dire/t atta/ksJ su/h as hitting) threatening or intimidating) mali/iousl teasing and taunting) nameH/alling) making

se.ual remarks) and stealing or damaging belongingsJ or more subtle) indire/t atta/ksJ su/h as spreading rumors or en/ouraging others to reje/t or e./lude someone* F2ational 9outh :iolen/e Pre'ention Resour/e 4enter) #$$#G .2 P.y/$+0!0ly. . & stud proposed b one of the most influential ps /hologist) Sigmund Freud* APs /hoanal st belie'es that +hat happened first to the infant and then to the /hild shapes the +a +e see the +orld) the kind of relationship +e form) the +a +e feel about oursel'es in relation to others) and the needs +e seek to ha'e fulfilled* F2ational Ps /hologi/al &sso/iation for Ps /hoanal sis) "@1@) p*=G =

.1 Cl0..,++2 A34!"4, Depressed and sui/idal students +ho perform a nonHtraditional and multiH 'i/tim homi/ide in s/hool*F-/;ee I De<ernardo) "@@@G .5 N0,/ .. .2 Raskin and Terr F"@@1G des/ribe a nar/issist as ARelati'el dominant)

e.tro'erted) e.hibitionisti/) aggressi'e) impulsi'e) selfH/entered) subje/ti'el selfH satisfied) selfHindulgent) and non/onforming*B .F Research Methodology .1 D0%0 G0%$4, !" M4%$+6 The thesis anal 8es an a+ardH+inning mo'ie) Ekskul) +hi/h e.pose the 'iolen/e s/ene) +hi/h /ommonl happen in the s/hool life* .2 M4%$+6 +7 A!0ly. . The anal sis used in this thesis is the ps /hoanal sis theor on both the bullies and the 'i/tim of the bullies) +hi/h later be/ome the perpetrator of the s/hool shooting* .G Significance of the Study &s I ha'e asserted before that s/hool 'iolen/e) espe/iall bull ing is an urgent matter) so that +e ha'e to find out +hat is behind it* < kno+ing the reason behind the s/hool 'iolen/e) I hope +e /an pre'ent the o//urren/e of the bull ing*

.H

Scope of the Study This thesis +ill dis/uss the mo'ie Ekskul b perspe/ti'e on the /hara/ters in the mo'ie* using ps /hoanal ti/al

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CHAPTER II REVIEW OF LITERATURE

.A Psychoanalysis In ps /hoanal sis) it is belie'ed that the e.perien/e that happened to the infant and /hildren +ill determine the future of that infant and /hildren* AThrough the pro/ess of ps /hoanal sis) +e /an di'e deep into that past to reH e.perien/e and reHe.amine the formati'e and sometimes painful e.perien/e that +e ha'e had*B F2P&P) "@1@) p* =G* &lthough he /laimed that ps /hoanal sis is his /reation) Freud also gi'e his /redit to Cosef <reuer) AI de/lared that it +as not m self +ho brought ps /hoanal sis into e.isten/e* I said that it +as Cosef <reuer) +ho had merited this honor at a time +hen I +as a student and bus +orking for m

e.aminationsBFFreud) "@"%G* Together +ith <reuer) Freud proposes the first 'ersion of ps /hoanal sis theor AOn the Ph si/al -e/hanism of H steri/al Phenomena( Preliminar 4ommuni/ationB +hi/h state that h steria is /aused b the un/ons/ious memor * In "1@>) Freud and <reuer published a book) AStudies of H steria)B +here the stated in the prefa/e) that se.ualit pla s an important role in h steria) +hi/h /an be the /ause of trauma) and a moti'e for defense* Freedheim F#$$=G stated that one of the un/ons/ious memor that

/ause h steria a//ording to Freud F"1@?G is one7s se.ual e.perien/e in earl /hildhoodJ this theor is /alled sedu/tion theor * Some time after the ?

publishing of that book) Freud noti/es the +eakness of the sedu/tion theor and /hange his e.periment method into +hat Freud /alled free association, the method that determine the in'ention of ps /hoanal sis. One of the most important ke +ord in ps /hoanal sis is se.* E'en though he kno+s that his sedu/tion theor un/ons/ious memor +hi/h /laim that one of the

that /ause of h steria is se.ual e.perien/e in earl

/hildhood) Freud belie'e that se. still be/ome one of the h steria /ause) not as e.perien/es) but as fantasies* Freud stated that a /hild /loseness to the parent of the opposite se.) that he /alled Oedipus 4omple.) is dri'en b se.ual desire* Ho+e'er) the e.isten/e of the parent of the same se.) make them repress that desire) and finall ) that desire goes to the un/ons/ious part of our mind FEagleton) "@@?G* The other Freud7s famous book that supports ps /hoanal sis is Dream Psychology: Psychoanalysis for Beginners. In this book) Freud dis/usses on ho+ un/ons/ious part of human pla important rule to determine someone7s personalit and beha'ior* Freud stated in this book that one fa/tor that shape human dream is their past memories laid in their un/ons/ious part FFreud) "@#$G* &s +e /an see the /hara/teristi/ of ps /hoanal sis abo'e) +e /an use ps /hoanal sis to figure out +hat past e'ents that ha'e shape the /hara/teristi/ of the bullies and the s/hool shooter) so that the /an do su/h beha'ior* To anal 8e ;er 7s bull ing beha'ior) I +ill fo/us on one of the

ps /hoanal sis bran/h) nar/issism) +hi/h is e.plained later in this /hapter* To anal 8e the 'i/tim7s rea/tion7s to the bull ing a/ti'it ) I +ill use the dis/ussion on Freud7s ps /hoanal sis of aggression) +ritten b Cohan -*;* 'an der Dennen* In this paper entitled APs /hoanal ti/ Theor of &ggression)B 'an der Dennen identif the Freud /lassifi/ation on human basi/ instin/ts to e.plain the o//urren/e of the aggression* < using this theor ) +e see the me/hanism of human mind) so that the /an do su/h an aggression like the s/hool shooting* .B Narcissism 2ar/issism is one of ke /on/ept in the ps /hoanal sis theor b

Sigmund Freud* In the +++*english*ha+aii*edu) it is stated b understanding this theor +ill gi'e us an insight to the ps /hoanal sis theor * On his paper AOn Narcissism)B Freud des/ribed these phenomena as a libido +hi/h is dire/ted to the ego* &nna Freud) the daughter of Sigmund Freud) defines nar/issism as a normal phenomenon that happen +hen the heightened se. desire is not satisfied) one human7s part of personalit ) ego, +hi/h /ontrol the other t+o part) id and superego, +ill find a +a to fulfill that desire through the selfHlo'e beha'ior) nar/issism* This me/hanism of desire seeking through other non destru/ti'e +a ) is /alled Defense Mechanism. Ho+e'er) as it is /ited b Simine :a8ir and Da'id 4* FunderJ Raskin) 2o'a/ek and Hogan F"@@"G) defines 2ar/issism is an effort of a person to 1

maintain their unrealisti/ le'el of high self esteem* :a8ir and Funder in that Cournal entitled) AImpulsi'it and the SelfHDefeating <eha'ior of 2ar/issists)B emphasi8es the relationship bet+een nar/issism +ith some selfHdefeating beha'ior su/h as( aggression) selfHenhan/ement and other long term negati'e out/ome* In a book A2ar/issisti/ and Ps /hopathi/ 6eaders)B Sam :aknin F#$$1G) /ome +ith a /on/ept of ps /hopathi/ nar/issism) +hi/h is des/ribed as) AlifeH long pattern of traits and beha'iours +hi/h signif infatuation and obsession +ith one7s self to the e./lusion of all others and the egotisti/ and ruthless pursuit of one7s gratifi/ation) dominan/e and ambition*B This theor of nar/issism) in this thesis +ill be used to do the

ps /hoanal sis to+ard the /hara/ter of the bull ) to find out the ps /hoanal ti/al reason to his bull ing beha'ior* .C Bully !" <ull ing is one of the most /ommon 'iolen/e happen in the s/hool en'ironment* &//ording to http(KK+++*bull ing*org) bull ing is des/ribed as /ons/ious) +illful) deliberate) hostile and repeated beha'ior b one or more people) +hi/h is intended to harm others* This 'iolen/e) a//ording to Debra and 3ind F#$$$G) /an onl happen +hen there is no equal po+er bet+een the perpetrator and the 'i/tim* In the 5*S) this bull ing problem has be/ome a +idel dis/ussed issue) e'en some resour/es that I use in this thesis is published b the go'ernment) @

su/h as the pamphlet released b

2ational 9outh :iolen/e Pre'ention

Resour/e 4enter) #$$#* This /ondition sho+s ho+ important this matter to the de'elopment of the 5*S /hildren) so that the go'ernment needs to pa a lot of attention to this problem) e'en the ha'e /ondu/ted some resear/h to /ounter this 'i/timi8ation matter* &lthough our /ountr also has the same bull ing problem to the 5*S*) as +e /an see in the ne+s that the 'iolen/e done b Indonesian students to their peers e'en done b female students) su/h as Geng Nero Foke8one*/omG) +hi/h 'ideo is published to the internet* Ho+e'er) the go'ernment rea/tions to this matter is not as good as the 5*S go'ernment7s* Our go'ernment seems to rea/t) onl +hen this kind of /ases is published b the mass media) e'en though there so man unpublished bull ing o//urren/es in our /ountr * .D S/$++l S$++% !" S/hool Shooting is another kind of s/hool 'iolen/e that +ill be dis/ussed in this topi/* S/hool shooting happen +hen one of the students or tea/her) do a mass shooting in their o+n s/hool* &lthough this is an un/ommon phenomenon that happen in our /ountr ) Indonesia) in this mo'ie) +e /an see the s/hool shooting traged that happen in Indonesia* -/gee and <ernardo) in their paper) AThe 4lassroom &'engerB) tells us that one of the reason +h some students are +illing to do su/h homi/ide) is that the +ant to do the re'enge* &s it is dis/ussed in the mo'ie used in this thesis) Ekskul) the s/hool shooting traged /an be /aused b the bull ing "$

a/ti'it * Here is the finding of their resear/h that sho+s ho+ mu/h s/hool shooting in/idents had happened from "@@=H#$$" in the 5*S(
Canuar "1) "@@= H ;ra son) ,9 Canuar #=) "@@> H Redlands) 4& O/tober "#) "@@> H <la/k'ille) S4 2o'ember ">) "@@> H 6 nn'ille) T2 Februar #) "@@? H -oses 6ake) 3& O/tober ") "@@D H Pearl) -S De/ember ") "@@D H 3est Padu/ah) ,9 De/ember ">) "@@D H Stamps) &R &pril #>) "@@1 H Edinboro) P& &pril #$) "@@@ H 6ittleton) 4O &pril #1) "@@@ H Taber) &<) 4anada -a #$) "@@@ H 4on ers) ;& -ar/h >) #$$" L Santee 4&

< looking at that number) ma be +e /an find the reason) +h the 5*S* ;o'ernment is so +orried about the bull ing a/ti'it * That abo'e paper b -/;ee and <ernardo) is the /omplementar theor to e.plain more about bull ing) in addition to ps /hologi/al theor *

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CHAPTER III ANALYSIS

In this /hapter) the +riter +ant to find out the ps /hologi/al reasons for the in/idents happened in the mo'ie) through the point of 'ie+ of the bullies) and the 'i/tim of that bull ing a/ti'it ) +ho later be/ome the perpetrator of the s/hool shooting* .A The Psychological Explanation on Bullying

.1 P.y/$+0!0ly. . In this se/tion) I +ill dis/uss about the internal ps /hologi/al fa/tors that ma /ause the bull ing beha'ior* .0G4,y 0. %$4 l4064, +7 %$4 *ull 4. The <ullies in the mo'ie Ekskul is the s/hool main basketball team* The leader) ;er ) is respe/ted not onl b his peers) but also the tea/her* His parents7 +ealth) +hi/h also support the s/hool funding) make him e'en more famous* 5nfortunatel ) instead of making ;er to ha'e a good /hara/teristi/) this /ondition has make ;er be/ome a monster* ,no+ing that nobod ) e'en the tea/her) is bra'e enough to against him* He does e'er thing that he +ant to do) un/ontrolled* <eing a member of the s/hool basketball team has made ;er has a high selfHesteem) sin/e it is the most popular) and prestigious team in that s/hool* The students +ho /an join this group +ill be highl respe/ted) not onl b "#

their s/hoolmates) but also b the tea/hers* &s the leader of this group) ;er has gained an e.tremel high self /onfiden/e* Instead of ha'ing a good effe/t) this high self /onfiden/e has defe/ted ;er 7s personalit * &s it is dis/ussed in one of the do/ument released b A+++*fullesteemahead*netB) entitled ASome Reason ,ids <ull B) that one of nor+egian resear/her) Dan Ol+eus has found that one of the reason that dri'e the /hildren to bull is their high self /onfiden/e) ATheir peers ha'e handed them po+er) and the like to strut it* This is part of +hat makes them resist help from adults* The ma be in trouble +ith their bull beha'ior but +h +ould the +ant to gi'e up the 'aluable po+er the +ere gi'en*B In this mo'ie) +e +ill see that +hate'er ;er did) no matter it is right or +rong) most of the students in that s/hool +ill al+a s support him* This /ondition sho+s us that usuall the students +ho /ommit bull ing +ill ha'e no diffi/ulties to find a friend) as it is +ritten in of the journal b 2ational 9outh :iolen/e Pre'ention Resour/e 4enter that bullies +ill easil make friends* Ho+e'er) this kind of friend that the ha'e +orsened the /ondition b supporting the bullies to do their bull ing a/ti'it * E'en &li/ia Sardo/h) in her resear/h) A<ull ing in S/hoolB /ite a book b Sulli'an entitled

A<ull ing in Se/ondar S/hools( 3hat it looks like) and Ho+ to manage it)B that some bullies are dependent to their friends +ho support them to be the audien/e* In ps /hoanal sis) +here e'er human beha'ior is the result of pre'ious

"=

e'ent) +hi/h is stored in the un/on/ious mind F2P&P) "@1@G) +e /an e.pe/t that bull ing beha'ior) espe/iall done b ;er in this mo'ie) is also

influen/ed b his surrounding* The ignoran/e from the tea/her) espe/iall from the headmaster FDisk"( $$(#%($$G +ho seems to pa no attention to ;er 7s attitude) has made him to thing that he has the right to disturb his s/hoolmates* ;er 7s parents attitude that use mone to nullif their son7s destru/ti'e beha'ior also +orsen ;er 7s attitude* The other friend7s attitude +ho 'oluntaril be/ome the lo al audien/e for him also +orsen ;er 7s attitude* 5nfortunatel This /ondition is not onl happen in the mo'ie) but also in the real life) +here bull ing is /onsidered as a /ommon /hildren beha'ior) so that there are no spe/ial attention to this kind of /ases* &s it is stated in the booklet released b a 5*S go'ernment funded proje/t) Safe and Responsi'e S/hool Proje/t) entitled A<ull ing Pre'ention)B that <ull ing o//urren/es are often ignored b the tea/hersJ e'en some students belie'e that the 'i/tims are partl to blame for their being bullied* &lthough I /annot find the +ritten e'iden/e that this ignoran/e to bull ing a/ti'it also happen in Indonesia) m e.perien/e as a students sho+s that bull ing a/ti'it is /onsidered as a normal /hildren beha'ior) and there is nothing to +orr about) e'en +hen one of m friends told to some of the /lassmate that he had just be/ome a 'i/tim of bull ing) e'er bod laugh at it* This la/k of +ritten e'iden/e of bull ing in our /ountr ) /an be a /lue) that in Indonesia) the /ase of bull ing is betterH/o'ered*

"%

Sam :aknin F#$$DG) in his book A2ar/issisti/ and Ps /hopati/ 6eaders( Pathologi/al 2ar/issismH&n O'er'ie+)B define the abo'e /ondition of bull ing ignoran/e /an lead a bull ) in the mo'ie is ;er ) to a ps /hopathi/ state /alled ps /hopathi/ nar/issism) +hi/h is des/ribed b :askin

as)Pathologi/al nar/issism is a lifeHlong pattern of attributes) and beha'iours +hi/h signif passion and obsession +ith one7s self to the e./lusion of all others) and the egotisti/ and ruthless pursuit of one7s gratifi/ation) dominan/e and ambition* To differentiate the normal nar/issism +ith the ps /hopathi/ one :askin sa s that) APathologi/al nar/issism is maladapti'e) rigid) persisting) and /auses signifi/ant distress) and fun/tional impairment)B :ankin* In that book) :ankin gi'e some indi/ators for someone to be /alled a ps /hopathi/ nar/issist* Of the indi/ator is +hen someone e.aggerates his talents) +hi/h is illustrated in the mo'ie as ;er 7s basketball talent* The other indi/ator of ps /hopathi/ nar/issism is that the person +ill be arrogant) and feel superior) so that he /an do an thing he +ants* This superior feeling +ill dri'e him angr ) +hen he is /onfronted b the people +hom he /onsidered as inferior and un+orth ) as it +as sho+n in the mo'ie) +hen Coshua) +ho is /onsidered inferior brings the /ombat knife to the s/hool) ;er get angr ) and beat Coshua in the lo/ker room*

.B

The Psychological Analysis to the School Shooter In /ontrast to ;er ) +ho has a high self /onfiden/e) Coshua has a 'er lo+

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self /onfiden/e* &s it is sho+n in the mo'ie) +hen Coshua talks to a girl) in the first disk of the mo'ie F$$("%(=$G) the girl statement sho+s ho+ intro'ert Coshua is) A atanya pendiem, kok mau !lak"!lakan ya*B &s it is resear/hed b ;eorge <erguno F#$$%G that among ?1M of the +hole resear/h subje/t +ho be/ome the 'i/tim of bull ing is an intro'ert) Coshua also be/ome the target of the bull ing a/ti'it * <erguno added that man fa/tors also influen/ed this intro'ersion state of human being* One of that fa/tors is the lost of /ertain t pe of relationship) +hi/h in Coshua7s /ase is the parentsH/hildren relationship* In the s/ene that sho+s the negotiation bet+een Coshua and the /ops) Coshua sa s that he /annot e'en ha'e a /hitH /hat to his parents* <eing the 'i/tim of bull ing) Coshua be/ome so depressed* ,umpulainen F"@@1G said that 'i/timi8ed students e'en ha'e a high tenden/ in

/ommitting sui/ide* His parents attitude) espe/iall his father +ho often use 'iolen/e to talk to him) also +orsen his mental /ondition* To fulfill one of the human basi/ instin/t proposed b Sigmund Freud) self preser'ati'e) finall Coshua /hooses the +a to be/ome a soH/alled A/lassroom

a'engerBF-/;ee I De<ernardo) "@@@G* That basi/ human instin/t theor b Freud) also strengthen b the theor of human moti'ation b &*H* -aslo+) in his book) The Theor of Human -oti'ation F#$$$G* In that book) -aslo+ listed some fa/tors +hi/h /an moti'ate someone to do their a/ti'it ) su/h as ph siologi/al needs

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Fbiologi/al needsG) safet

needs) lo'e needs) esteem needs) and self

a/tuali8ation needs* &s +e /an see in the mo'ie) at least) = of that needs /annot be fulfilled in Coshua7s life* His lo'e needs /annot be fulfilled) sin/e his o+n parents often use 'iolen/e to him) and ne'er +ant to listen to his suffering F+e /an see it in the negotiation s/ene) disk #G* The other needs that he has to be fulfilled is esteem needs) sin/e Coshua is a sh intro'ert person +ho need respe/t from his surrounding Fthis la/k of esteem needs /an be seen in the first hostage s/ene) disk "G* The last needs) +hi/h is the most important needs a//ording to -aslo+) is the safet needs* <eing a target of bull ing for se'eral time) has make Coshua feel inse/ure* Therefore) in order to sur'i'e) Coshua thinks to do something to end his suffering) the s/hool shooting s/heme* The other ps /hologi/al reason that ma dri'e Coshua to /ommit the

s/hool shooting is stated -/;ee and De<ernardo F"@@@G) in their paper AThe 4lassroom &'engerB* The identif the reason behind the /lassroom a'enger7s a/tion usuall are parents7 short term hast dis/ipline) peer7s

reje/tion) bull ing) and girlfriendKbo friend humiliation) +hi/h all of them are e.perien/ed b Coshua* Here is the s/ene anal sis on ea/h s/ene that sho+s the ps /hologi/al de'elopment Coshua) in +hi/h he is humiliated) he /o'ers the humiliation) until his the re'elation of the humiliation(

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.1 P.y/$+%$4,0&y ./4!4
This film is begun +ith the s/ene in the ps /hotherapist offi/e that indi/ates a problem fa/ed b the main /hara/ter* &lthough the therapist has tried some things to get the information from his /lient) Coshua) that /lient seems to ha'e built a stronghold in his mind that prote/t him from all questions asked b that ps /hotherapist* This /ondition might happen be/ause of Coshua intro'ersion) +hi/h pre'ent him to re'eal his se/ret*

.2 F ,.% 8H+.%0"49 ./4!4 Coshua threaten se'eral of his s/hoolmate +ith a handgun* Then he said that nobod +ill disturb him no+) and e'er one in that room respe/t him) and listen to +hat he sa s no+* .1 8:+.$u0 0.; $ . &0,4!%.< &4,2 .. +! %+ 6+ %$4 4=%,0/u,, /ul0, 0/% 3 %y9 ./4!4 Coshua ask his parents7 permission to do the e.tra/urri/ular a/ti'it that +ill be done for se'eral da s outside Cakarta* Her o'erprote/ti'e mother do not gi'e him permission* Coshua argued that) and beaten b his father* This s/ene gi'e us the idea on ho+ Coshua7s parents treat him* &s it +as said b -/;ee and De<ernardo in #he $lassroom %&enger F"@@@G) that parent7s misappl of dis/ipline is one of the fa/tor that leads to the /hildren7s tenden/ to be the /lassroom a'enger .5 8:+.$u0 $u!" +! %$4 74!/49 ./4!4 Coshua +as talking to a girl) the most popular girl in his s/hool) "1

+hen a gang of student /ame and dragged him a+a * The go to the s/hool fen/e and hung Coshua on that fen/e) +hile most of the students are laughing at him* This s/ene is the first torturing s/ene +hi/h is done b Coshua7s friend that sho+s the reason +h he takes his friend as hostages* .> 8:+.$u0 $0. 0! !%4,,+"0% +! ) %$ $ . /+u!.4l !" %40/$4,9 ./4!4 The tea/her interrogated Coshua on +h he brings a knife to the s/hool* Coshua said that he +ant to sho+ to e'er one that he had done the /amping a/ti'it * The tea/her also asked him +hether there are some other students +ho disturbed him) but he still insists that no one disturbed him* The tea/her then argued that the s/hool do not held the /amping Fe.tra/urri/ular a/ti'it G) and +h he had to lie to his parents about that a/ti'it * Coshua then said that he did all of this lie) be/ause he does not feel /omfortable in his home) and he does not +ant to sta at home* This s/ene e.plain that Coshua hide the fa/t that he is the 'i/tim of bull ing Fas it is stated in the ps /hotherap s/eneG* 3e also find in this s/ene that his problem +ith his s/hool mate) has been +orsened b the treatment gi'en to him b his parents) sin/e he said that he does not +ant to sta in his o+n home* .? 2!6 8H+.%0"49 ./4!4 In this s/ene) the hostages ask Coshua that the +ant to pee* One of them is Coshua7s e.Hgirlfriend* 3hen Coshua take her to the bathroom) the ha'e a

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/on'ersation* Coshua said that he do that /rime s/ene) sin/e e'er one in that s/hool make a fun of him* He added that it +ill be better +hen he has to be imprisoned than to be hurt b his s/hoolmate) +hi/h /an make him a /riminal fore'er* This s/ene sho+s ho+ desperate a bull ing 'i/tim /an be* &//ording to the booklet releases b &meri/an -edi/al &sso/iation) entitled A9outh

<ull ingB) that <ull ing a/ti'it +ill result in long term depression for the 'i/tim* .@ T$4 N4"+% 0% +! ./4!4 This is the most important s/ene in this mo'ie that sho+s ho+ desperate the main /hara/ter is* In this s/ene) the main /hara/ter tell e'er one all his feeling and his disappointment* He said that he +ant to punish all his friends +ho bother him* He also added that he is too tired to be oppressed b his parents) espe/iall after his hard time in s/hool* .A Su / 64 ./4!4 The final s/ene that sho+s Coshua +ho has released all the 'i/tims) e./ept the leader of the bullies) ;ar * Coshua +ants to sho+ to e'er one about +hat the bullies has done to him* He hangs ;ar in the rooftop) hoping e'er one to laugh at him* Ho+e'er) instead of laughing) e'er one +ho sa+ that e'ent /r out* ,no+ing that Coshua ha'e no more ammunition) the poli/e attempt to /aught him* 5nfortunatel ) the poli/e predi/tion is +rong* Coshua still ha'e one more ammo) that he used to end his life*In this s/ene)

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as des/ribed b -/;ee and De<ernardo F"@@@G) that the moti'es of the /lassroom a'enger is the merel re'enge* In this s/ene) Coshua +ants ;er to feel the pain to be laughed at*

&lthough this mo'ie is set in Indonesia) it is hard to find this kind of /rime in Indonesia* E'en though +e kno+ that bull ing e.ists in this /ountr ) it does not result to the s/hool shooting in/ident* &s it is stated in the Ps /hoanal sis on &ggression b 'an der Dennen that those abo'e depression suffered b Coshua) /an lead to 'arious result) not onl

aggression* &nd as +e /an see from some resour/e in the se/ond /hapter of this thesis that the e'ents happens in the film seems taken from some e'ents happen in the 5nited States*

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CHAPTER IV CONCLUSION AND RECOMENDATIONS

.A Conclusion &s +e anal 8e the mo'ie) Ekskul) on ho+ bull ing /an happen in s/hool) and ho+ /an it dri'e the 'i/tims to do the more se'ere 'iolen/e /alled s/hool shooting) +e /an see that man fa/tors) internall or e.ternall /an influen/e human beha'ior* From the bullies point of 'ie+) +e /an see that internall ) their high self esteem and ps /hopathi/ nar/issisti/ disorder /an make someone to feel that the are the one +ho has the authorit and the /an do e'er thing the +ant to an one that the think inferior* E.ternall ) this nar/issisti/ disorder

be/ome e'en higher +hen the people around that person support +hat the are doing) +hi/h is also sho+n in the mo'ie +hen Coshua s/hoolmate doesn7t help him) +hen he is bullied) and e'en the are laughing at that e'ent* From the point of 'ie+ of the bull ing 'i/tim +ho also the perpetrator of the s/hool shooting in/ident) internall he has a problem +ith loneliness) in +hi/h the intro'ert person tend to be the target of the bull ing a/ti'it * This 6oneliness also pro'ide him +ith no one to share) +hen he be/ome the 'i/tim of the bullies* The e.ternal fa/tor that make Coshua7s /ondition +orse is his parent7s attitude to him* His father +a of 'iolen/e to raise the kid ha'e be/ome a great +all that blo/ks the /ommuni/ation bet+een the Coshua and his father) so that it makes Coshua more intro'ert) e'en to his o+n parents* ##

So) b kno+ing that bull ing has su/h a disastrous effe/t) not onl for the bullies and the 'i/tim) but also for the people around them) +e ha'e pa more attention on the /ase of bull ing) espe/iall in s/hool en'ironment) +here /hildren are edu/ated to be the future leader of this +orld* .B Recommendations

.1 F+, P0,4!%. .0P0,4!%. +7 %$4 Bully &s +e /an see in the mo'ie) that ;er 7s parents tr to den their son7s beha'ior b gi'ing donations to the s/hool) I think I need to gi'e suggestion to the parents +ho a/kno+ledge their /hildren as the bull * The parents should gi'e a limitation to +hat the /hildren should not do) so that the the /hildren +ill learn that the /annot do an thing the +ant* The parents should also pa more attention to the /hildren beha'ior de'elopment b /onsulting their tea/her and their peers) sin/e the one +ho kno+ the /hildren beha'ior in the s/hool is the tea/her and the peers* .*P0,4!%. +7 %$4 3 /% 2 In the mo'ie) +e /an noti/e some e'ents) in +hi/h Coshua7s parents7 has mistreated their 'i/timi8ed son) so that Coshua /hoose the s/hool shooting as a +a to end his suffering* So) for the parents +ho kno+s that their /hildren be/ome the 'i/tim of the bull ing a/ti'it ) The should spend some time to listen to the

/hildren) and help them to gain their self /onfiden/e) so that the do not #=

be/ome a target of bull ingJ ho+e'er do not let them to be o'er /onfident) sin/e +e ha'e learned from the bullies that o'er/onfiden/e +ill lead to the ps /hopathi/ nar/issism* &nd the last re/ommendation for the parents of the bull ing 'i/tim is that the ha'e to befriend +ith the /hildren) +hi/h at least /an redu/e the intro'ersion of the /hildren* .2 F+, %$4 ./$++l Some of these re/ommendations for s/hool is taken from a booklet APre'enting 4lassroom <ull ing( 3hat Tea/hers 4an Do*B Ha'e an obser'ation on /hildren outHs/hool a/ti'ities Fsu/h as lun/h and break timeG) so that the tea/her /an do the ne/essar a/ts as soon as the bull ing a/ti'it o//urs* -ake a stri/t poli/ to the students +ho bull their peers) so that the do not feel that the /an do an thing the +ant* 4onta/t the parents of both bullies and 'i/tims) so that the parents +ill kno+ the real /ondition of the /hildren) and +illing to talk to the /hildren* Identif the sh and intro'ert students) and help them to build their self esteem) so that the do not be/ome the target of the bull ing*

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REFERENCES
<utler) TI <o+don* F#$$DG* '( Psychology $lassic. <oston( 2i/holas <reale Fretrie'ed from http(KK+++*s/ribd*/omG <erguno) ;* et. all. $hildren)s E*perience of +oneliness at ,chool and its -elation to Bullying and the .uality of #eacher /nter&entions $raig, 0endy M. and Pepler De!ra 1. 23((45. /dentifying and #argeting -isk for /n&ol&ement in Bullying and 6ictimi7ation Delamater) C* F#$$?G* 8and!ook of ,ocial Psychology* 2e+ 9ork( Springer Eagleton) T* F"@@?G +iterary #heory. O.ford( <la/k+ell Publishing Freedheim) D*,*I 3einer) I*<*F#$$=G*8and!ook of Psychology: 6olume, 8istory of Psychology. 2e+ Cerse ( Cohn 3ile http(KK+++*s/ribd*/omG Freud) S* F"@#$G* Dream Psychology. 2e+ 9ork( The Cames &* -/4ann 4ompan Fretrie'ed from http(KK+++*s/ribd*/omG Freud) S* F"@$"G* Psychopathology of E&eryday +ife. Toronto( 9ork 5ni'ersit * Fretrie'ed from http(KK+++*s/ribd*/omG Freud) S* F"@"%G* #he 8istory of Psychoanalytic Mo&ement. 2e+ 9ork( 2er'ousand -ental Disease Pub* 4o* Fretrie'ed from http(KK999.diesel" e!ooks.com5 Cudkins) R* F#$$%G*Some Reason ,ids <ull * Retrie'ed from I Sons In/* Fretrie'ed from

http:::fullesteemahead.net on ;( 1une 3((< http(KK+++*bull ing*org) retrie'ed on #$ &pril #$$@

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http(KK+++*english*ha+aii*eduK/riti/alinkKnar/Kinde.*html) retri'ed on #$ Cune #$$@ Heller) S* F#$$>G* =reud %">. 2e+ Cerse ( Cohn 3ille ISon Fretrie'ed from http(KK+++*s/ribd*/omG -aslo+) &*H* F#$$$G* % #heory of 8uman Moti&ation. Toronto( 9ork 5ni'erit -/;ee) Cames P* and <ernardo) 4aren R F"@@@G* $lassroom %&enger, ,heppard Pratt 8ealth ,ystem 2P&P* F"@1@G* 0hat is Psychoanalysis. 2e+ 9ork( 2P&P Fretrie'ed from http(KK+++*s/ribd*/omG Salmi'alli) 4hristina* $onse?uences of school !ullying and &iolence. Finland( 5ni'ersit of Tukku Sardo/h) &* F#$$?G* Bullying in ,chool Fretrie'ed from http(KK+++*s/ribd*/omG :aknin) S* F#$$1G* Narcissistic and Psychopatic +eader: Pathological Narcissism" %n O&er&ie9 3ind ) 4* and Pepler) D*C* F#$$$G* Making Differnce /n Bullying

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