A PSYCHOBIOGRAPHICAL STUDY of TEMPLE GRANDIN a Thesis
Total Page：16
File Type：pdf, Size：1020Kb
A PSYCHOBIOGRAPHICAL STUDY OF TEMPLE GRANDIN A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy of Rhodes University Nicola Wannenburg 603w1753 Supervisor: Professor Roelf van Niekerk December 2016 ABSTRACT Psychobiographical researchers methodically formulate life histories and interpret them by means of psychological theories. The research typically focuses on exemplary and completed lives. The cases that are studied are usually of individuals who are of particular interest to society as a result of excelling in their particular fields, be they to benefit or detriment of society. Temple Grandin was chosen for this study using purposive sampling as she meets the psychobiographical requirement of being an extraordinary individual. As an individual with autism Grandin faced many challenges growing up. Despite a difficult and absent beginning, Grandin developed into a stable and scientifically creative adult who contributes to society. She excels as an animal scientist and designer of humane livestock handling facilities and has an international reputation for her contribution to the livestock industry and animal welfare. The primary aim of this study is to describe and interpret the life of Temple Grandin through Erikson’s (1950/1973) theory of psychosocial development. A mixed method approach (Yin, 2006) was employed for the conduction of this study. The overarching data processing and analysis guidelines for this study were provided by Miles and Huberman (1994, 2002a, 2002b). The conduction of the processing and analysis of data was aided by Alexander’s (1988, 1990) method of asking the data questions as well as an integration of Yin’s (2014) time series analysis with Erikson’s (1950/1973) triple bookkeeping approach. This study contributes to the development of psychobiographical research in South Africa as well as to personality and developmental theory. i ACKNOWLEDGEMENTS I would like to extend my sincere gratitude to the following for their support throughout this process: Firstly, thank you to my supervisor, Professor Roelf van Niekerk, for his patience and guidance on this journey. You have helped me to grow as a researcher as well as personally. Your ideas, humour, and encouragement over the years are appreciated. My fellow psychobiography students for valuable discussions. The financial assistance from the Rhodes University Prestigious Scholarship towards this research is hereby acknowledged. Opinions expressed and conclusions arrived at, are those of the author and are not necessarily to be attributed to Rhodes University or the donor. ii For Haggis, Kipper, and Hawk iii TABLE OF CONTENTS PAGE ABSTRACT i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iv CHAPTER 1: INTRODUCTION 1 1.1 Chapter preview 1 1.2 Subject 1 1.3 Aims of the study 4 1.4 Context of the study 4 1.4.1 Research design 4 1.4.2 The psychobiographical approach 4 1.4.3 Theoretical framework 5 1.5 Overview of chapters 6 1.6 Chapter summary 7 CHAPTER 2: PSYCHOSOCIAL PERSONALITY DEVELOPMENT 8 2.1 Chapter preview 8 2.2 Overview of Erikson’s theoretical framework 8 2.3 Triple bookkeeping approach 12 2.4 Theory of the ego 13 2.5 The epigenetic principle and the life cycle 15 2.6 Autism 17 2.6.1 Historical developments surrounding autism 17 2.6.2 Characteristics displayed by individuals with autism 18 2.6.2.1 Inability to interact and fear of physicality 18 2.6.2.2 Communication difficulties 19 2.6.2.3 Peculiar ways of relating to the world 19 iv 2.6.3 Autism and psychosocial development 19 2.6.4 Prospects for healing 23 2.7 Play 24 2.7.1 Play during childhood and the beginnings of extraordinary creativity 24 2.7.2 Play during adulthood and the execution of extraordinary creativity 28 2.7.3 Creativity and healing 30 2.8 Animals and nature 30 2.8.1 Lessons from animals 31 2.8.2 Ethics relating to research with animals 35 2.8.3 Satyagraha and pacific ritualisation 36 2.9 Erikson’s stages of psychosocial development 39 2.9.1 Stage 1: Trust versus mistrust (0-1,5 years) 39 2.9.2 Stage 2: Autonomy versus shame and doubt (1,5-3 years) 41 2.9.3 Stage 3: Initiative versus guilt (4-5 years) 42 2.9.4 Stage 4: Industry versus inferiority (6-11/12 years) 44 2.9.5 Stage 5: Identity versus role confusion (12-19 years) 46 2.9.6 Stage 6: Intimacy versus isolation (20-35 years) 47 2.9.7 Stage 7: Generativity versus stagnation (36-60 years) 48 2.9.8 Stage 8: Integrity versus despair (60+ years) 49 2.10 Erikson and psychobiography 50 2.10.1 Erikson’s psychobiographical methodological guidelines and ethical concerns 52 2.10.2 Extraordinary individuals and their characteristics 54 2.11 Erikson’s psychosocial theory in current research and practice 57 2.11.1 International research 58 2.11.2 South African research 60 2.11.3 Practical application 63 2.12 Critique of psychosocial theory 65 2.13 Chapter summary 69 CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY 71 3.1 Chapter preview 71 v 3.2 Research objectives 71 3.3 Brief overview of the psychobiographical approach 72 3.4 Related concepts 75 3.4.1 Autobiography 75 3.4.2 Biography 76 3.4.3 Life histories and life narratives 76 3.4.4 Psychohistory 77 3.5 Psychobiography as a research method 78 3.5.1 Qualitative research 78 3.5.2 Interpretive paradigm 79 3.5.3 Case study 79 3.5.4 Idiographic approach to research 80 3.6 Research design 82 3.7 Participant and sampling method 82 3.8 Theoretical conceptualisation 83 3.9 Data collection 83 3.10 Data processing and analysis 85 3.10.1 Data reduction 86 3.10.2 Data display 87 3.10.3 Conclusion drawing and verification 89 3.11 Validity considerations 90 3.11.1 Credibility 90 3.11.2 Construct validity 91 3.11.3 Transferability 92 3.11.4 Dependability 93 3.12 Research procedure 93 3.13 Ethical considerations 94 3.14 Chapter summary 97 CHAPTER 4: FINDINGS AND DISCUSSION 98 4.1 Chapter preview 98 vi 4.2 Circumstances surrounding Grandin’s birth 98 4.3 Stage 1: Trust versus mistrust (0-1,5 years) 100 4.3.1 Findings 100 4.3.2 Discussion 102 4.3.3 Stage 1 salient points 106 4.4 Stage 2: Autonomy versus shame and doubt (1,5-3 years) 107 4.4.1 Findings 107 4.4.2 Discussion 111 4.4.3 Stage 2 salient points 115 4.5 Stage 3: Initiative versus guilt (4-5 years) 116 4.5.1 Findings 116 4.5.2 Discussion 119 4.5.3 Stage 3 salient points 124 4.6 Stage 4: Industry versus inferiority (6-11/12 years) 125 4.6.1 Findings 125 4.6.2 Discussion 132 4.6.3 Stage 4 salient points 141 4.7 Stage 5: Identity versus role confusion (12-19 years) 142 4.7.1 Findings 142 4.7.2 Discussion 152 4.7.3 Stage 5 salient points 160 4.8 Stage 6: Intimacy versus isolation (20-35 years) 161 4.8.1 Findings 161 4.8.2 Discussion 175 4.8.3 Stage 6 salient points 186 4.9 Stage 7: Generativity versus stagnation (36-60 years) 188 4.9.1 Findings 188 4.9.2 Discussion 197 4.9.3 Stage 7 salient points 205 4.10 Stage 8: Integrity versus despair (60+ years) 206 4.10.1 Findings 206 vii 4.10.2 Discussion 211 4.10.3 Stage 8 salient points 214 4.11 Life summary 215 4.12 Chapter summary 223 CHAPTER 5: CONCLUSION 224 5.1 Chapter preview 224 5.2 Overview of the study 224 5.3 Extent to which the research objectives were met 224 5.4 Value of the study 226 5.4.1 Methodology and the psychobiographical approach 226 5.4.2 Psychosocial theory of development 227 5.4.3 Early and continuous intervention 228 5.4.4 Play, creativity, and healthy personality development 230 5.4.5 Human-animal interaction 232 5.4.6 Mentors 236 5.5 Limitations of the study 237 5.5.1 Methodology and the psychobiographical approach 237 5.5.2 Psychosocial theory 238 5.5.3 The researcher 238 5.6 Future research 239 5.7 Concluding remarks 240 REFERENCES 242 TABLES Table 2.1: Erikson’s eight stages of psychosocial development 11 Table 2.2: South African Master’s and Doctoral level psychobiographies using Erikson’s theoretical Framework 62 Table 3.1: Data sources 84 Table 3.2: Data processing and analysis sequence 86 Table 3.3: Data collection and analysis Matrix A 88 viii Table 3.4: Data collection and analysis Matrix B 89 Table 3.5: Research procedure 94 Table 4.1: Recognition and awards in Grandin’s 40’s 196 Table 4.2: Recognition and awards in Grandin’s 50’ 198 Table 4.3: Honorary doctorates received during stage 8 207 Table 4.4: Recognition and awards for animal science and welfare in Grandin’s 60’s 209 Table 4.5: Recognition and awards in the field of autism in Grandin’s 60’s 211 APPENDICES Appendix A: Consent for research 270 Appendix B: Salient points from Grandin’s life cycle 271 ix CHAPTER 1 INTRODUCTION I, a stranger and afraid In a world I never made. (A. E. Housman) 1.1 Chapter preview This chapter provides a general orientation to this psychobiographical study including an introduction to the research subject, Temple Grandin. The aim of the study is presented as well as a description of the context of this study which deals with the psychobiographical approach and theoretical framework.