INTRODUCTION
Trauma is often
described as a persistent emotional response stemming from distressing past events
that leave lasting imprints on an individual�s memory, triggering responses in
the present, even though the events occurred long ago. Trauma disrupts the
systems that allow individuals to feel in control, connected, and purposeful,
making it difficult for them to live without constraints. The recurring
memories of these events lead to a sense of constriction, limiting their
ability to live freely (Badenoch, 2017). This ongoing impact reveals how trauma, by altering one�s sense of self
and mental frameworks, requires individuals to engage in a complex process of
healing and recovery to regain stability and a sense of normalcy in their
lives.
Understanding
trauma as a force that deeply disrupts an individual�s sense of self, it
becomes clear that recovery is about rebuilding this lost stability. This
process involves restoring a sense of empowerment and rebuilding connections,
often shattered by trauma (H�bl & Avritt, 2020). Recovery unfolds in three main stages: establishing safety, remembrance
and mourning, and reconnection with ordinary life (Koutra et al., 2022). As these stages guide the survivor on a path toward healing and
resilience, it�s crucial to see how these stages intertwine with the trauma
responses that emerge, particularly as individuals struggle to maintain their
mental frameworks in the face of overwhelming experiences.
Trauma
responses originate from the disruption of the mental frameworks people use to
understand their lives. These frameworks help make sense of past experiences,
manage current situations, and plan for the future (Ross et al., 2017). When trauma strikes, it can shake these frameworks, weakening the core
beliefs and assumptions that usually keep life stable. People often attempt to
fit the trauma into their existing understanding, but when the event is too
overwhelming or doesn�t align with previous beliefs, it causes a major shift in
how they perceive themselves and the
world (Yoder, 2020). This shift often leads to emotional distress as they struggle to adjust
to a new reality, an adjustment that is a significant aspect of how individuals
respond to trauma and move towards recovery (Shapiro & Forrest, 2016).
The process of
healing and recovery is fraught with challenges, especially when trauma
survivors are required to narrate their traumatic experiences. Given trauma's
profound impact on memory and behavior, recounting these events often becomes a
struggle due to the fragmented and often incoherent nature of these memories.
Individuals often repress painful memories as a defense mechanism,
unconsciously pushing them out of conscious awareness to protect themselves
from overwhelming emotional
distress (Diamond, 2020). Trauma narratives do more than simply recount the violence; they also
reveal the confusion and lack of comprehension that follow
such events (Caruth, 2016). These narratives highlight that the effects of trauma extend beyond the
incident itself, involving an ongoing struggle to make sense of the occurrence,
which is an essential part of the healing process.
Trauma can
significantly alter how individuals perceive their social roles and
relationships. Individuals are not born with a pre-defined essence but must
continually define themselves through their choices and actions as they navigate their circumstances (Javakhishvili, 2018). When Individuals experience traumatic events, the trauma may lead them to
withdraw from relationships or view their roles within them through a lens of
distrust or fear, reconstructing their identity in the process. Survivors often
associate themselves with rigid understandings of their identity, constantly
reliving their traumatic experiences, which severely limits their ability to
explore new identities. This constriction of identity exploration is
particularly relevant as trauma survivors make their negative experiences the
foundation of how they see themselves in society (Muldoon et al., 2019).
As social
beings, humans have essential needs for interaction and mutual support, driving
their desire for relationships with others and cultivate emotional attachment
with each other. Emotional bonds are fundamental for psychological well-being
and security, particularly in times of distress (Sagone et al., 2023). However, trauma survivors often face challenges in fulfilling this
natural human tendency after their encounters with traumatic experiences.
Insecure attachment, an attachment style that stems from negative experiences,
develops dissociation and difficulties in recognizing or
articulating emotions (Farina & Meares, 2022); (Zdankiewicz-Ścigała &
Ścigała, 2020). Victims struggle to discern what constitutes a conventional relationship,
as they are constantly haunted by their negative experiences. This leads to a
distortion of reality and an inability to adapt to present social situations,
with their behavior heavily influenced by the persistent recall of past
traumas.
The insecurity and fear ingrained within the minds of trauma victims can
also lead to heightened irritability and a tendency to respond aggressively in
situations that others might navigate calmly. Aggression can be defined as a
response that arises when an individual�s goals are obstructed, or when they
encounter an obstacle that prevents the fulfillment of their desires, leading
to feelings of frustration and the expression of hostile behaviors (Novaco, 2023). This aggression often results from the
survivors� inability to change the
outcome of their traumatic experiences, leading them to externalize their frustration toward others (Novaco, 2023). This response is a manifestation of the deeper internal conflict caused
by the trauma, further complicating their interactions with the world around
them.
When the
symptoms of traumatic events surface, victims often develop coping mechanisms
to manage their distress. Coping involves the cognitive and behavioral efforts
individuals use to handle both internal and external sources
of stress (Baqutayan, 2015). These mechanisms revolve around altering one�s state of mind or engaging
in activities that provide relief from the constant recall of negative events.
Trauma victims, each haunted by different traumatic experiences, develop varied
coping strategies. These strategies are influenced by personal preferences and
environmental demands, making each individual�s coping style unique. These
coping styles, stable traits that influence how stress is handled, become
reliable methods for trauma victims to alleviate the distressing effects of their experiences
(Yeung et al., 2016); (de Boer et al., 2017).
Kazuo
Ishiguro�s Never Let Me Go tells the story of Kathy H., a career who reflects
on her past life at Hailsham
School, where she formed relationships and underwent various experiences,
particularly with her close friends Tommy and Ruth. Kathy�s traumatic awareness
of her existence as a human clone, created for organ donation, lies at the core
of the novel. The story presents a grim world where the creation and systematic
development of human clones for a predetermined purpose is normalized. Despite
their natural human qualities, hopes, and dreams, the clones are destined for a
specific fate. As Kathy�s narrative unfolds, she and her friends must confront
the trauma of acknowledging their true identity and predetermined fate. This
acknowledgment becomes a source of profound distress, as their aspirations are
systematically crushed.
As a clone, Kathy�s role as a career involves administering organ donations, with the knowledge that she will eventually be
�completed��a term indicating the end of her life after fulfilling her purpose.
Kathy�s narration of her past is a portrayal of her identity as a trauma
survivor who has experienced significant traumatic events. Though she has yet
to serve her final life purpose, her narrative throughout the story reflects
her ongoing struggle with trauma and her responses to its cumulative effects on
her life.
This research
examines the relationship between trauma and recovery as portrayed through
Kathy in Kazuo Ishiguro�s novel Never Let Me Go. Despite the realization of her
true identity as a clone, Kathy endures psychological trauma and must navigate
several phases of response to find relief from her circumstances. This study
employs Judith Herman�s trauma and Recovery model, which focuses on the stages
of safety, remembrance and mourning, and reconnection. The ultimate goal of
this study is to provide insight into how Kathy, as a trauma survivor,
experiences these trauma responses as essential steps that guide her from
despair of her traumatic experience toward the comfort of recovery, where she
ultimately finds a sense of fulfillment and acceptance.
This study examines the effects of Kathy�s traumatic experiences in her
life as portrayed in the novel Never Let Me Go. Specifically, this
study explores two key questions: (1) How does Kathy respond to
traumatic experience in her life, and (2) how do Kathy�s responses to these
events serve as essential phases that she must undergo in her journey toward
recovery?
These inquiries are vital, as this study analyzes how Kathy�s
experiences shape her behavior, relationships, and overall perspective on life,
which have significantly shifted as she grapples with the lingering impacts
of her trauma. This study also examines how Kathy�s responses to the traumatic
events unfold in several phases, with each phase serving as an important step
toward her recovery.
The primary goal of this research is to scrutinize on how Kathy recovers
from the traumatic events in her life by analyzing the trauma responses she
undergoes and their important roles in Kathy�s healing and recovery. This study
aims to present an understanding of the relationship between trauma, how
individuals recover from unfortunate circumstances, and how they experience
gradual reactive adaptations that guide them toward a sense of restoration.
RESEARCH METHOD
Research method is a systematic process utilized by a researcher to
accumulate, analyze, and interpret data acquired to be able to answer the
research questions and generate conclusive answer. This study uses Qualitative
approach to analyze and explore the theme of trauma and recovery in literature.
Qualitative research method as a method that involve accumulation,
analysis, and interpretation of non-numerical data such as text, to understand
the contents of the text (Cresswell,
2017)
This research applies qualitative approach through textual analysis in
the novel Never Let Me Go by Kazuo Ishiguro.� The analysis is
structured in chronological order, which allow a thorough exploration on how
Kathy�s trauma responses evolve over the course of the novel and how the trauma
responses are essential to be gone through to achieve healing and recovery,
based on Judith Herman�s model of trauma recovery.
This method is essential for this research to discover how Kathy
traumatic event affects her life as a whole and how her trauma responses are
the effects that she has to undergo overtime to fulfill her healing and
recovery overtime.�
RESULTS AND DISCUSSION
Trauma Narrative Reflection
The novel begins the process by presenting Kathy H, who already has an
identity as an established career, whose task to guide the clones who donate
their vital organs in systematic schedules. The self-awareness of Kathy as a
trauma survivor solidifies an identity and gives her a sense of safety after
the length of traumatic experience she had to endure as a clone. Based on her
experience as a trauma survivor, Kathy is able to accentuate her narration in well-articulated
introductory opening.
My name is Kathy H. I�m thirty-one years old, and I�ve been a career now for over
eleven years. That sounds
long enough, I know, but actually
they want me to go on for
another eight months, until the end of this year. That�ll make it almost
exactly twelve years. (p.3)
The authority in the place Kathy is living with gives her a sense of
safety and stability for her purpose. This stuff can be highlighted on
how Kathy introduced herself as a career in a casual way as she becomes
self-actualized with her identity as a career and inhabit an established
environment. Safety relates from the control of the body and progresses to
control the environment as the traumatized person needs a safe refuge (Yoder, 2020). In this sense, Kathy�s comfort in the
beginning of the presentation of the novel set the stage on trauma narrative
she conveys in the beginning of the novel as she has archived a sense of safety
in her disposal.�
Kathy carried on with her narrative as a career into her attempt to
leave Hailsham, her former school, and made an effort to keep
herself in the present moment, not the past past.
However, as a former student of the Hailsham School
with array of experiences, she cannot contain her desire to revisit her former
years. Moreover, her eagerness to revisit the nostalgic school years was
incited by a certain trigger that bring her closer into remembering the past.��
There have been times over the years when
I�ve tried to leave Hailsham behind, when I�ve told
myself I shouldn�t look back so much. But then there came a point when I just stopped resisting. It had to do with this particular donor
I had once, in my third year as a career; it was his
reaction, when I mentioned I was from Hailsham. (p.
5)
Kathy�s contemplation on her remembrance of her past life indicates that
she, as a trauma survivor, is not able to deny about her inclusion as a former Hailsham student where she experienced traumatic
occurrence. Her identity as a career
demands her to work with the clones and guide them with the distributions with
their vital organs. She does not have a choice but to communicate with the
patients who shared the same identity as a clone, same history as a student,
and same cultural establishment.�
Narratives can be seen as culturally constructed representations of both
personal and historical memory (Kirmayer, 1996). In
Kathy�s case, her narration and avoidance of certain triggers reflect this
idea, illustrating how her personal experiences are intertwined with the
broader cultural context of her identity and past.
As a trauma survivor, it can be understood that she has tendency to
avoid visiting her traumatic experience as Hailsham.
However, as a career, she cannot keep distancing herself from her past because
of the encounter with her donor which incites her memory, which proves that
seemingly unimportant reminders can bring these memories back. Through her
narrative, her desire to revisit her memory is the beginning of recovery
process that she is experiencing as she has admission and eagerness to explore
her past and delve deeper to traumatic events which generate a sense of
challenge toward her unfortunate event leading to her recovery.�
This was
a long time ago so I might have some of it wrong: but my memory of it is that my approaching Tommy that afternoon was part of a phase I was going through around that time �something to
do with compulsively setting myself challenges � and I�d more or less forgotten all about it when Tommy stopped
me a few days later.
I don�t know
how it was where you were, but
at Hailsham we had to have some form of medical
almost every week - usually up in Room 18 at thevery
top of the house - with stern Nurse
Trisha, or Crow Face, as we called her. (p.13)
Kathy�s inner remark suggest about her struggle with memory and
compulsive behavior that may be interpreted as coping mechanism of trauma.� The
phrase �I might have some of it wrong� indicates a sense of doubt and
unreliability in Kathy�s recollection, which is also an indication with her
effort on fragmented memories. Doubt is a significant aspect of its aftermath,
as survivors find it difficult to maintain their perspective while staying
connected to others as well as themselves (Herman, 2023).
Kathy�s act of setting challenges compulsively suggests a need for
control of her autonomy as an individual in response to the overwhelming nature of trauma. Kathy�s behavior
can be seen as an attempt to counteract this doubt and regain a sense of
control and certainty in her situation. This act is response on her traumatic
experience that helped her as a coping mechanism for a recovery process.
With the sense of safety secured in her role
as a career, Kathy�s journey takes a darker turn as she starts to face the
unsettling truths about her identity as a clone. These
realizations slowly push her into the painful process of remembering and
mourning, where she must confront the loss of her innocence and the harsh
reality of her existence.
Identity Apprehension
In the novel, Kathy narrates her experiences at Hailsham,
offering readers glimpses into how her identity is shaped by her environment
and societal expectations. As Kathy�s understanding of her identity deepens,
her refections draw her into a period of mourning,
where she grapples with the loss of innocence and the life she might have had. Hailsham, as an institution, plays a significant role in
how she and the other clones come to understand themselves and their primary
goals, serving as both a reflection of their autonomy as individuals and a tool
of indoctrination.
��The point is, by the time we
were ten, this whole notion that it was great honour
to have something taken by Madame collided with a feeling that we were losing
our most marketable stuff.� (p.
39)
�
Kathy�s narration above highlighted the emotional turmoils
felt by Kathy and her friends as their arts are selectively picked by Miss
Lucy, which is a sign that she internalizes the event through remembrance on
the experience and mourn about the event.��
On one side, the arts are considered as a symbol of honour
as it is an admission toward their talents as well as their values. In other
sense, there was a gradual realization that the selective nature of their most
valuable items resembles metaphorical acts that restrain choice as well as
their personal value which is a reflection of the notion that their identity are parted between their arts and their personal selves.
The clones understanding of their own values is a reflection on their
attempt of making sense of their identity as they navigate life in Hailsham institution. Understanding that their value is
based on the external object they crafted (art) added an idea of their worth as
individuals internally which triggers their curiosity on who they are as
individuals.
Beginning of Awareness of her identity makes Kathy and her friends able
to accept ambiguity of her environments. The internal conflict on who they are
urge the clones to question their existence. The conflicting realization her
purpose in the world gives Kathy fragments of knowledge that serve as the fuel
of her ability to confront traumatic occurrence.
�When Kathy and her friends have
to struggle with their identity, they gradually understand on the basic
difference between them and the world outside Hailsham.
This gradual realization shape their conciousness and the understanding of their position in the
world, which are fragments of their knowledge of their fate that their purpose
in life is predetermined:�
It�s hard to remember just how much we knew by then. We certainly knew -
though not in any deep sense - that we were different from our guardians, and
also from the normal people outside; we perhaps even knew that
a long the way down the line there were donations waiting for
us. But we didn�t really know what that meant. (p. 69)
Kathy�s reflection on limitation of her understanding about their future
underlined the essence of their identity formation that forms in gradual and
fragmented manner. Even though they already recognize their difference with
their guardians and the outside world, the quote indicates an implication that
that the clones� understanding of themselves are fragmented. Such partial
information is a significant aspect in their identity formation as it has a
role for their defense mechanism against emotional impact of looming
exploitation by Hailsham School and how the
institution conceals their identity.
In this sense, gradual realization experienced by Kathy and her friends
is an implementation on how she has ability to adapt on seemingly traumatic
situation and how she gradually able to take control on her autonomy as an
individual. The increasing knowledge of exploitation of the students indicate
that Kathy is able to identify her identity as well as the meaning of her
existence in the school she is trained in and with the friends she is learning
with.��
As the narrative goes on, Kathy�s understanding on her identity as a
clone reaches its peak as Miss Lucy, one of her guardians declare an open
revelation about the identity of Hailsham students
and the meaning of their reality, which is the culmination of Kathy�s knowledge
about the identity formation as well as the meaning the existence of hers and
her friends in the world.�
�If no one else will talk
to you,� she continued, �Then I will. The problem, as I see it, is that you�ve
been told and not told. You�ve been told, but none of you really understand,
and I dare say, some people are quite happy to leave it that way. But I�m not. If you�re
going to have decent lives, then you�ve got
to know and know properly. None of you will go to America, none of you
will be working in supermarkets. As I heard some of you planning the other day.
Your lives are set out for you. You�ll become adults, then before you�re old,
before you�re even middle aged, you�ll start to donate your vital organs,
that�s what�s each of you are created to do. (79-80)
The quote above shows that finally one of the guardians in Hailsham institution disclosed the identity of the clones
and how their fate are pre-determined in society. The explicit remark from the
guardian has implication that Hailsham as an
institution is tasked to conceal the identity of its students which prevent
them to understand their purpose in life. The guardian, Miss Lucy, who has
finally revealed their true identity and convey a sense of understanding to the
clones, finally able to connect the fragments of their knowledge about their
true identity in Hailsham.
The identity revelation can be interpreted as a critical and culmination
phase of Kathy�s acknowledgment toward herself as a clone. The information
given by the guardian is not only traumatic for her but also other friends of
hers as they feel constrained with the predetermined fate that ties into their
identity. However, the information revelation becomes a base for Kathy on how
she should act on her life as a clone. Kathy has a full understanding on her
identity which she utilizes as a base for the adaptation toward life despite
her unfortunate existence.�
Interpersonal Relationship Struggle
Kathy�s interpersonal relationship is one significant aspect in Kathy�s
life that also has role as a phase when Kathy develops as an individual while
processing her traumatic existence. Kathy�s friends, Ruth and Tommy act as
supportive individuals in her life. Kathy was fortunate as she was able to form
deep friendship with her friends through her life in Hailsham
as well as become aware that her interpersonal relationship and trust between
her friends have an important role that contributes to her existence as they
are dependent on each other.��
I shrugged. �As you say, Tommy and I, we�ve always been able to talk.�
�And he really respects you. I know because he�s often talked about it.
How you�ve got guts and how you
always do what you say you�re going
to do. He told me once if He was in a
corner, he�d rather have you backing him up than any of the boys.� she did a quick laugh. �now
you�ve got to admit, that�s a real compliment. So
you see, it�s got to be you
to be our rescue. Tommy and I were made for
each other and he�ll listen to you. You�ll do it for us, won�t
you, Kathy?�
I didn�t say anything for a moment. Then I asked: �Ruth, are you serious
about Tommy? I mean, if I do persuade
him, and you get back together, you won�t hurt him again?�
Ruth gives impatient sigh. �Of course I�m serious. We�re adults now.
Soon we�ll be leaving Hailsham. It�s not a game anymore.�
�Okay. I�ll talk to him. Like you say, we�ll be leaving here soon. We can�t afford to waste time (p. 102)
The quote above indicates that Kathy has already accustomed with her
friends and is able to gain trust from Ruth to reconcile her relationship with
Tommy. The sentence �we�re adults now� said by Ruth points on Kathy�s inclusion
on the friendship as well as their existence as clone. The fact that Ruth has a
remark that they are leaving Hailsham has an
implication on Kathy on her gradual healing toward the revelation of her being
a clone. Kathy�s agreement toward Ruth�s idea and her unwillingness to waste
time is a testament of her admission as a clone which is already part of her
identity. This feeling of admission emerges as a result generated by her
ongoing relationship with Tommy and Ruth which helps her to create a sense of
togetherness on her unfortunate existence as a clone with predetermined
fate.��
Kathy�s connection with her friends means that her interpersonal
relationship is a base for her self-care as an individual who suffer from
depression of her existence as a clone. The impact of her identity and
existence is at ease as she established genuine relation with Tommy and Ruth
which means that the friendship between them have mutual benefits in
emotionally as they help each other in navigating their lives as clones.�
Friendship establishment conducted by Kathy has similarity with any
friendship in general as friendships have various problems. However, the friendship
problems undergone by Kathy serves to strengthen their bonds with her friends.
Kathy�s act of nurturing friendship has similar effect on her way of nurturing
the traumatic event she experiences.
Those early months at the cottages had been a strange time in
our friendship. We were quarreling over all kinds of little
things, but at the same time, we were confiding in each other more than ever ( p. 124)
It is evident that Kathy�s identity as a clone is permanent whether she
is outside of Hailsham Institution or outside of it.
The purpose of her existence is already predetermined. Kathy�s journey in the
outside world does not have effect on her status. However, she has a genuine
connection to her friends. Tommy and Ruth who serve as emotional support toward
her by her being together with them. The quarrel between them as cultivation of
emotional support prove that they are inter-personally related with a deep
attachment toward each other as they undergo life as a clone with a sense of
togetherness.
Friendship quarrels and supportive acts in friendship have a tendency to
give Kathy an ease toward her thinking about being a clone. In the established
friendship, she is able to exist in a safe space and also give emotional
contribution toward her relation with her friends as an exchange of the space
who has given her an emotional support which is significant influence in her
life that makes her feel safe in her existence.�
As a clone, even though Kathy has major relationship with Tommy and
Ruth. She does not forget about her relationship with the institution that
makes her grow and learn as a student even before the revelation of her
identity. It is evident with her past recalling on how when Kathy was away from
the institution, she still remembers about the guardians who cared for her when
she was a student.
Maybe once Hailsham was behind us, it was
possible, just for that half year or so, before all the talk of becoming careers,
before the driving lessons, all those other things, it was possible what guardians had told us; to forget Miss Lucy�s
outburst that rainy afternoon at the Pavilion, as well as all those
theories we�d developed among ourselves over the years. It coudn�t
last, of course, but like I say. Just for those few months, we somehow managed
to live in this cozy state of suspension in which we could ponder our lives
without the usual boundaries. (p. 140)
The mentioning of Hailsham institution in the
quote above has implication that Kathy�s activities are considered to have a
base, which is the particular institution. The base serves as an attachment for
Kathy to the school as an individual. Kathy�s mentioning that she was able to
live without usual boundaries indicate that she has released herself from the
constraint of Hailsham�s rules, even though in
temporary manner, However, this is also an indirect statement that she is still
in relation with Hailsham as she realized that her
life is at ease even though still having to revolve around Hailsham
institution.
Kathy�s relationship with Tommy and Ruth is able give her emotional
support as it is considered as safe space for her to cope with her existence as
a clone. However, it is recognized that her identity as a clone will always be
tied to Hailsham as she was raised in the
institution. The place she mentioned has a lingering effect on how she acts
indirectly makes her become self-aware on her identity as a clone, resulting in
her lasting awareness as a clone.
Kathy�s remark that she
recognized Hailsham as the base of her activity
indicates an everlasting connection between her and the memories of being
raised as a clone. This remark also reflects Kathy�s acknowledgement of her
relationship with the past, particularly the traumatic revelations she faced,
marking the beginning of her journey toward healing as she navigates her life
as a clone. As she continues to reflect on these ties, the emotional struggle
in Kathy�s relationship begins to highlight her difficulty in reconnecting with
others, a process interconnected with the rising tension and aggression that
accompanies her ongoing trauma.
Aggression As Dissatisfaction
�It is evident that survivors of traumatic
event still have remembrance on traumatic events. The trauma victim can even do unthinkable things in the present as an
act of remembrance of the past by acting it out. The trigger if such act is
that sometimes, the victim remembers the traumatic event and act aggressively
as an implementation of the traumatic event. The victim also has tendency to
have imagination of the past event and how it could be better and wishes that
he or she can go to the past and re-live the event.
This act can be implemented in many forms which include aggression. The
aggressive behavior of the trauma victim is a reflection of his or her
frustration on the traumatic event that happened to the victim. This act is
done because the victim cannot distinguish the past and the present and is not
able to distinguish the two.
Even though Kathy is able to establish
a relationship with her friends, she is prone to aggression due to her growing
awareness of her fate as a clone and the helplessness that comes with it. The
revelation of her identity at Hailsham lingers in her
memory, leading to moments of aggression, particularly toward Tommy and Ruth,
as she struggles with the reality of her existence. Ruth�s mention that clones
are created from marginalized people only intensifies Kathy�s anger, further
fueling her frustration with both her situation and Ruth herself (p. 164). This
aggression becomes a way for Kathy to cope with the overwhelming sense of
injustice and powerlessness she feels, reflecting her struggle to reconcile her
identity with the painful truth of her life.
�Well, you lot can go,� I said quietly. �I�m not going.�
Ruth Turned and Looked at me carefully.
�Well, what do you know? Who�s the upset one now?�
�I�m not upset. But sometimes you speak garbage,
Ruth.�
�Oh, look who�s upset
now. Poor Kathy.
She never likes straight talking.�
�It�s nothing
to do with that. I don�t want to visit a career. We�re not supposed to and I don�t even know this guy.� (p. 165)
The quote above is an implicit indication about Kathy�s
aggressive act toward her friends as she doesn�t want to conform herself on her
further reality of her status as clones are derived from marginalized people in
society. Kathy�s quiet remark is a sign of silent anger toward herself as she internalizes
her identity as a clone, which is a sign of internalized aggression as an
implementation of her dissatisfaction of her existence as a clone.
Kathy�s remark that �It�s nothing to do with that� is a denial on her
hatred toward her existence as a clone. Her reluctance to visit a career, which
is a significant task specialized for clones is a testament on her inability to
admit on Ruth�s reality or straight talking. Kathy�s refusal is not only a form
of insecurity on her existence but also an aggressive act toward her friends
implemented in the expressive decline act.
Kathy�s aggressive behavior on her satisfaction on self-expression and
explication of her dissatisfaction toward her identity which will help her to
not bury emotional turmoil within herself resulting in behaviors that inflict
more harm toward her.
Kathy�s aggression is also visible when she in conversion about the past
with Tommy about their life at Hailsham. She is not
pleasant with her encounter in gallery, which is a symbol of a place where the
characters� lives and their memories as a clone are displayed for
contemplation, both for themselves and for others. She has reluctant manner
when talking to Tommy as the Gallery is a reflection on an awareness of the
clones� limited existence and the sense of being observed or judged from
distance, especially by the guardians. Kathy�s refusal on visiting the past is
evident in her act toward her friend, Tommy, was still eager to revisit the
past and still has hope on changing the past.�
�Tommy, did you ever anything
into the gallery?
When you are much younger
maybe?�
He was shaking his head. �you know how useless I was.
And there was that stuff with Miss
Lucy. I know she meant well.
She was sorry for me and she wanted
to help me. I�m sure she did.
But if my theory�s right, well��
�It�s only a theory, Tommy,� I said. �You know what your theories are like.�
I�d wanted to lighten things a bit, but I coudn�t
get the tone right, and it must have been obvious I was still thinking hard
about what he just said. �Maybe the art�s just one of all kinds of different
ways.� (p. 174)
Kathy�s aggression can be seen from her reluctance and discomfort when
she is talking about the past, especially gallery of Hailsham.
The gallery affects her emotional turmoil toward her existence and her defense
mechanism on the reality of being a clone. Kathy�s aggression, shown by her
subtle remark when she is talking to Tommy, is evident with her effort to
trivialize Tommy�s theories. Her act is a form of expression of her aggressive
behavior which acts as an emotional protection from her admission of her fate.
Kathy�s conversation with Tommy is an expression of distancing from
emotional pain generated from her trauma trigger, which is the gallery.While Tommy was eager to revisit the past and
wanted to change his act and ask Kathy on how the past could have been better
when he changed certain things, Kathy softly declined the idea which is an
implicit act of aggression toward the past as she knew that revisiting the past
means inflicting emotional pain because of the reality of their existence.
As Kathy grapples with the unsettling
truths about her identity, she begins to exhibit behaviors that reflect her
internal struggle. These
actions, seemingly irrational on the surface, are her way of coping with the
overwhelming emotions that threaten to engulf her. The act of searching through
old magazines for her "possibles," though confusing to Tommy,
represents her desperate need to connect with something, or someone, that might
offer a semblance of understanding or belonging. It is in one of these moments,
laden with unspoken pain and rising frustration, that we find Kathy on the
verge of breaking, holding back tears as she tries to mask the depth of her
suffering.
�I knew he was looking at me, but I kept my eyes straight ahead and made no response.�
�But I still really don�t get it, Kath,� he said eventually. �Even if
what Ruth said is right, and I don�t think it is, why are you looking through
old porn mags for your possibles? Why would your model have to be one of those
girls?�
I shrugged, still not looking at him. �I don�t claim it makes sense.
It�s just something I do.� There were tears filling my eyes
now and I tried to hide them from Tommy.
But my voice wobbled as I said: �If
it annoys you so much, I won�t do it anymore.� (p. 178)
In the scene above, it is evident that Kathy�s emotional turmoil
descended as she as she discovers her origin. The discovery deepens her sadness
and discomfort adds to her aggression as she has to come to terms with the
bitter reality of the marginalized person she is modeled from, which amplify
her insecurity. Kathy�s conversation with Tommy ended in an aggressive remark
from her as an expression of her sadness. Her inability to contain herself from
the sadness is also evident with her witholding her
tears in the conversation.
Kathy�s aggression toward Tommy�s remark serves as a defense mechanism
which not only imply her expression but also her intention of hiding
dissatisfaction toward her life as a clone. Moreover, Kathy�s remark, �If it
annoys you so much, I won�t do it anymore� in aggressive manner reveals
Kathy�s struggle to be dominant while hiding emotional turmoil within herself.
This means that Kathy�s aggression is not just a self-expression of her sadness
but also her struggle to be at peace with her identity as a clone.
Kathy�s aggression can be traced as motive her recovery toward trauma as
it is a form of self-expression. Through her aggressive behavior, Kathy is able
to articulate and confront her emotional pain stemming from her knowledge of
being a clone. Her aggression serves as a� means for her to channel and address
the frustration and vulnerability she feels, enabling her to process and work
through her trauma. By expressing her feelings through aggression, Kathy is
able to confront the painful reality of her existence and gradually engage in
the process of healing and self-recovery. As this
process unfolds, her expressions of aggression help her to confront the inner
conflict within her, while also slowly leading her toward a fragile
reconnection with her sense of self and the world she inhabits.
Coping Towards Reconnection
Kathy�s traumatic experiences lead her to develop
coping mechanisms that help her manage the harsh reality of her existence. By taking on the role of a career, she finds a way
to distract herself from the bitter truth, focusing instead on her
responsibilities to care for other clones destined for organ donation. Through
this role, Kathy gradually rebuilds her sense of identity and begins process of
reconnection, as she faces her traumatic responses and seeks peace within the
life she has been given.
Kathy�s decision to be a career generate safety for her as she finally undergoes
different life from her usual activities with her friends. Kathy�s activity as
a career indicates a transition between her unsettling past into a comfortable
environment where she can safely reflect on the true value of her existence by
undergoing an activity as a coping mechanism.
Then there�s the solitude. You grow up surrounded by crowds of people, that�s
all you ever known, and suddenly you�re a career. You spend hour after hour, on
your own, driving across the country, centre to centre, hospital to hospital, sleeping overnights, no one talk about your
worries, no one to have a laugh with.
Just now and again you run into a student you know�a career or a donor
you recognize from the old days �but there�s never much time.
(p. 203)
It is evident that the quote highlight on Kathy�s loneliness in her role
as a career because she is transitioning from the the
past to the present which has contrasting environment. Her isolation emphasizes
emotional weight she carries within herself as she could no longer be together
with Tommy and Ruth who provide her safe space and form a strong interpersonal relationship.
Furthermore, slight appearances of familiar faces of clones she encounters add
in a sense of reflection toward her own existence as a clone.�
Through all the initial discomfort, Kathy�s decision to become a career
allows her to reconnect with her sense of self a midst her trauma. The solitary
nature of her work, driving across the country and spending nights alone,
provides her with a unique space for introspection and healing. Despite the
isolation, these moments of solitude enable Kathy to reflect on her life and
value her existence, transforming her realization toward reconnection. Through
her role, Kathy finds semblance of purpose and structure, which helps her to
reconcile with her past. This act serves as form of caring fro
others that aids her to gradually rebuild a sense of self and meaning after her
traumatic experience.
As a career, Kathy still has tendency to reminisce the remnants of her
traumatic events. One of the signs of the remembrance is her relationship with
Tommy. Kathy tells Ruth that he will capitalize the opportunity to take care of
Tommy, her former friend, into the donation program. Her choice of Tommy is a
reflection of her coping mechanism and reconnection with her former good memory
with her friend.
So I
said to her: It�s okay, I�m going to do it, Ruth. I�m going to become Tommy�s career
as soon as I can.� I said it under my breath, because I didn�t think she�d hear
the words anyway, even if I shouted them. But my hope was with our gazes locked
as they were for those few seconds.
She�d read my expression exactly as I�d read hers. The moment was over, and she
was away again. Of course, I�ll never know for sure, but I think she did
understand. And even if she didn�t, what occurs to me now is that she probably
knew all along, even before I did, that I�d become Tommy�s career, and that
we�d �five a try�, just as she�d told us in the car that day.
(p. 232)
Kathy's decision to become Tommy's career shows how she deals with her
trauma by getting closer to someone important from her past. Taking care of
Tommy isn�t just about doing the task, it�s about reconnecting with a part of
her life that brought her comfort. This act helps her hold onto positive
memories from their time at Hailsham. It represents
her effort to keep a sense of normalcy and comfort in a life full of
uncertainty and loss.
This scene also illustrates Kathy's way of coping after learning about
her true identity as a clone with a predetermined fate. By becoming Tommy's career,
Kathy finds purpose and belonging, which helps her deal with the feelings of
helplessness and isolation that come with this revelation. This relationship
provides her with emotional support, allowing her to process and integrate her
past traumas into her current life. Kathy's decision to care for Tommy is an
important step in her healing process, helping her rebuild her identity and
move forward despite the difficult circumstances. Through her relationship with
Tommy, Kathy reconnects with her past and creates a sense of safety and
continuity in her life.
Kathy spends her eventual phase of life on contemplation and reflection
about her past memory and how the traumatic event she encounters shapes her as
a person. She manages her emotional turmoil by engaging in daydreaming and
fantasy about the good memories she had with Tommy and Ruth. Her reflection has
a significant role for her recovery as it supports her when navigating her life
as a clone.��
I was thinking about the
rubbish, the flapping plastic in the branches, the shore-line of odd stuff
caught around the fencing, and I half-closed my eyes and imagined this was the
spot where everything I�d ever lost since my childhood had washed up, and I was
now standing here in front of it, and if I waited long enough, a tiny figure would appear on the horizon across the field, and gradually get larger until I�d see it was
Tommy, and he�d wave or maybe even call. The fantasy never got beyond that�I
didn�t let it�and though the tears rolled down on my face, I wasn�t sobbing or out of
control. I just waited
a bit, then turned back to
the car, to drive off to wherever it was I was supposed
to be. (p. 282)
Kathy's fantasy about Tommy reflects her way of coping with trauma by
holding onto the good memories she had with him. When she imagines seeing Tommy
again, it helps her deal with the pain of losing him. This daydream is a way
for Kathy to manage her emotional turmoil, giving her a sense of comfort and
hope. Even though she knows it's just a fantasy, it allows her to feel
connected to Tommy and to her past, which is important for her mental
well-being. This act of imagining brings her some peace, helping her to handle
the reality of her life as a clone.
This scene also shows how Kathy's reflections and daydreams play a big
part in her healing process. By thinking back on her good memories with Tommy
and Ruth, she finds a way to navigate her life and deal with the trauma of her
identity and fate. Her fantasies provide a temporary escape and a way to
process her feelings without becoming overwhelmed. They help her to stay
grounded and give her strength to face her present challenges. In this way,
Kathy's coping mechanisms, like her daydreams, support her recovery by allowing
her to reconnect with her past and find a sense of continuity and safety in her
life.
CONCLUSION
As a trauma survivor, Kathy is able to
narrate her traumatic event as she has already in a structured environment
where her safety is guaranteed as a career. However, It
cannot be denied that she is self-aware about herself and and
recalls on her past memory where she confronted the traumatic reality about her
real identity in Hailsham with her friends, which
results on her struggle in forming proper relationship with others. Overtime,
she acts aggressively toward others and herself as externalization of hopelessness
on the reality of her predetermined fate. However, as time goes on, she is able
to cope with the reality of her unfortunate fate by cherishing the memory of
her friends and becomes a career who usher the clones to become �complete�.
Kathy�s journey through her traumatic experiences, as reflected in various
aspects of her life, shows that her responses are vital steps in rebuilding her
identity and finding peace within her predetermined reality. Her reflections,
relational struggles, and moments of aggression are not just reactions but
crucial phases in her recovery. These phases, as a result of her traumatic experience,
guide her toward acceptance and help her reclaim a sense
REFERENCES
Badenoch, B. (2017). The Heart of Trauma: Healing the
Embodied Brain in the Context of Relationships (Norton Series on Interpersonal
Neurobiology). WW Norton & Company.
Baqutayan, S. M.
S. (2015). Stress and coping mechanisms: A historical overview. Mediterranean
Journal of Social Sciences, 6(2), 479�488.
Caruth, C. (2016).
Unclaimed experience: Trauma, narrative, and history. JHU press.
Cresswell, J. W.
(2017). Research Design : Pendekatan Kualitatif, Kuantitatif, dan
Mixed (Edisi Ketiga). Pustaka Belajar.
de Boer, S. F.,
Buwalda, B., & Koolhaas, J. M. (2017). Untangling the neurobiology of
coping styles in rodents: Towards neural mechanisms underlying individual
differences in disease susceptibility. Neuroscience & Biobehavioral
Reviews, 74, 401�422.
Diamond, M. J.
(2020). Return of the repressed: Revisiting dissociation and the psychoanalysis
of the traumatized mind. Journal of the American Psychoanalytic Association,
68(5), 839�874.
Farina, B., &
Meares, R. (2022). The traumatic disintegration dimension. In Dissociation
and the Dissociative Disorders (pp. 50�65). Routledge.
Herman, J. L.
(2023). Truth and repair: How trauma survivors envision justice.
Hachette UK.
H�bl, T., &
Avritt, J. J. (2020). Healing collective trauma: A process for integrating
our intergenerational and cultural wounds. Sounds True.
Javakhishvili, D.
J. (2018). Trauma caused by the repressions of totalitarian regime in
Georgia and its transgenerational transmission. Ilia State University.
Koutra, K., Burns,
C., Sinko, L., Kita, S., Bilgin, H., & Arnault, D. Saint. (2022). Trauma
recovery rubric: A mixed-method analysis of trauma recovery pathways in four
countries. International Journal of Environmental Research and Public Health,
19(16), 10310.
Muldoon, O. T.,
Haslam, S. A., Haslam, C., Cruwys, T., Kearns, M., & Jetten, J. (2019). The
social psychology of responses to trauma: Social identity pathways associated
with divergent traumatic responses. European Review of Social Psychology,
30(1), 311�348.
Novaco, R. W.
(2023). Anger dysregulation. In Anger, aggression, and interventions for
interpersonal violence (pp. 3�54). Routledge.
Ross, D. A.,
Arbuckle, M. R., Travis, M. J., Dwyer, J. B., van Schalkwyk, G. I., &
Ressler, K. J. (2017). An integrated neuroscience perspective on formulation
and treatment planning for posttraumatic stress disorder: an educational
review. JAMA Psychiatry, 74(4), 407�415.
Sagone, E.,
Commodari, E., Indiana, M. L., & La Rosa, V. L. (2023). Exploring the
association between attachment style, psychological well-being, and
relationship status in young adults and adults�A cross-sectional study. European
Journal of Investigation in Health, Psychology and Education, 13(3),
525�539.
Shapiro, F., &
Forrest, M. S. (2016). EMDR: The breakthrough therapy for overcoming
anxiety, stress, and trauma. Hachette UK.
Yeung, N. C. Y.,
Lu, Q., Wong, C. C. Y., & Huynh, H. C. (2016). The roles of needs
satisfaction, cognitive appraisals, and coping strategies in promoting
posttraumatic growth: A stress and coping perspective. Psychological Trauma:
Theory, Research, Practice, and Policy, 8(3), 284.
Yoder, C. (2020). The
Little Book of Trauma Healing: Revised & Updated: When Violence Strikes and
Community Security is Threatened. Simon and Schuster.
Zdankiewicz-Ścigała,
E., & Ścigała, D. K. (2020). Attachment Style, Early childhood
trauma, alexithymia, and dissociation among persons addicted to alcohol:
Structural equation model of dependencies. Frontiers in Psychology, 10,
2957.
|
|
|
