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Professor Gallego

English 1302

5 August 2019

The Value of Dark-Themed Literature

For most people, reading becomes an activity to help escape the real world and take part

in another universe that is introduced early on in life. As children, everyone is introduced to

children's books in which colorful, bright worlds are established, and the basics of reading are

taught. As those children become adolescents, they become more exposed to more mature

literature containing darker subjects which include young adult literature. In young adult

literature, adolescents are shown and introduced to a world they may or may not have

experienced themselves. Most adults will argue that exposing adolescents to such matters is too

much for them to handle, let alone understand. These adults most likely fear of what may

become of these adolescents if they are exposed to the novels. Although allowing young readers

to read novels that contain dark themes and situations may spark copycat behavior, I argue that

these works of literature can help young readers by helping them develop their coping skills,

teach them lessons about real-life situations, and foster empathy for other individuals.

Those who disagree with the benefits young readers can receive through the reading of a

young adult literature claim that such novels may cause a copycat behavior because of the

unpleasant topics that are brought forward. Most of the time, those young readers who are more

susceptible to imitate what they are reading can identify themselves in the novels: “... evidence

suggests that Jesse Pomeroy had violent, sadistic tendencies from a young age, and those

tendencies may have been intensified by the starkly predatory nature of dime novels' white

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renegade villains” (Keetley 688). Pomeroy was only twelve years old when he started to read

dime novels and identifying himself with the villainous characters of those stories. Keetley

suggests that even though Pomeroy already had some issues from a young age, the reading of

these novels emphasized those dark thoughts in the young boy’s mind and caused him to create

horrific crimes. Pomeroy’s situation highlights the extremity of actions one can take if those

feelings of similarity are taken from thoughts inside the mind unto actual actions in the real

world. It’s understandable for some people to disapprove of the reading of such novels to young

readers, especially if the actions taken are harmful not only to the reader but also to those around

them. While such circumstances are capable of happening, the reading of young adult literature

is beneficial in creating a better environment for young readers to learn more about themselves

and others.

An aspect which illustrates the effectiveness of young adult literature is the coping skills

young readers can develop for different situations. The research conducted by Tussing and

Valentine states that “Through the use of a novel that focuses on a parent’s mental illness,

adolescent readers can identify with the characters…experience and gain insight on the problem

solving and coping skills of the characters…[and apply] this learning to their own lives”

(Tussing and Valentine 457). In this specific research, the authors focus on the mental illness of a

parent and how using novels to explain and comprehend the situation to an adolescent is

effective for them to learn how to cope with what is occurring in their life at this time. Usually,

with these types of situations, young people are unsure about what they should do or how to even

describe what they’re going through with others. To make it easier on themselves, most will keep

this part of their life hidden or, if they do tell, let only a handful of people know. Keeping their

feelings bottled up can cause young people to limit the way they present themselves to others.

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With the help of novels that discuss characters and their journey with the mental illness of their

parents, readers will be able to relate and find comfort. Even though they are not physically

meeting someone, the reader can connect with an existing idea that communicates different ways

one can cope with these types of situations and many more.

Coping with trauma is another issue that can be addressed for young adolescents through

the reading of young adult literature. Stewart and Ames discussed this type of coping in their

article were students affected by Hurricane Katrina were given books to read and the “...students

[were able] to identify and articulate their feelings of loss and isolation by attaching those

feelings to fictional characters…” (Stewart and Ames 233). The students were having a difficult

time trying to cope with the destruction they faced after Hurricane Katrina and all the new

changes that were happening in their lives, like going to a new school. To help them better

understand the situation and what they were going through, the students were provided books

that contained characters who were feeling the same emotions as the students. By giving access

to the students to novels that can help them understand what is happening, the students can better

cope with the situation at hand. Even if the books themselves don’t specifically talk about

hurricanes, they may discuss situations where the protagonist is forced to relocate, or they may

have lost everything they have ever known. The goal of such readings is to inform the reader that

it is okay to feel lost, confused, and distressed in such traumatic situations. This way, the reader

can fully grasp the situation and seek help and comfort outside of the reading, using the novel as

a stepping to a more calming life and skills that can pass on to others.

Another reason why dark themed novels are effective in the life of young readers is

because the novels can teach the readers lessons about possible life events. As Wolk stated,

“...within these stories are moral and ethical quandaries, just as they are in endless civic issues.

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Through young adult literature, [readers] are invited and challenged to grapple with moral

dilemmas” (Wolk 667). In other words, the stories contain specific situations for readers to

analyze and understand the solution that was provided through the actions of the characters.

Most of the novels that are read will contain themes a young reader is more likely to face in their

lives. The most common examples of themes used in the novels are love, friendship/popularity,

puberty, and suicide. An example of such a book would be Thirteen Reasons Why by Jay Asher

that contains all the themes that were previously mentioned. The book focuses on experiences

most young readers will face in their high school life. Of course, with suicide being the main

focus of the novel, some may argue that the novel may be too much for a young reader to

become exposed to; however, the novel also focuses on the other characters and their response to

the situation at hand. The reader can see with their own eyes, the different ways suicide can

affect someone’s life. By having a reader analyze the information, most will be able to get the

knowledge and understanding of similar situations in real life. The situation faced may not be

suicide specifically, but more along the lines of depression and/or becoming someone an outcast

by society which closely relates the themes expressed in the novels. At the end of the read, the

young reader now has experienced something new while reading and have gained insightful

information that may be helpful if by chance they experience situations mentioned in the novel

and/or they will experience in the future.

Furthermore, an important skill that can be nourished and grown in an adolescent with

the reading of young adult literature is the ability to empathize with others. As stated by

Cummins, “The narratives pull the reader into the state of mind of a fellow adolescent who is a

migrant, thereby engendering sympathy for the struggle” (Cummins 71). In her study, Cummins

has found that by using novels about undocumented migration the readers can empathize with

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those adolescent characters crossing over from Mexico to America. By reading novels that

mention such a highly talked about subject, adolescents can set foot into the life of someone else

and get a glimpse of the struggle they are going through. The struggle may be watered down a

bit, but the message is still loud and clear for the reader to comprehend. Adolescents can get a

feel of what is happening and use it in their own lives and with other people who might be going

through the same issue. Even though the young readers themselves will most likely not

experience such a thing, it will allow them to become more sensitive to others and not just to

issues relating to migration. By being able to comprehend such heavy matters, young readers can

become more aware of others and their feelings as well as recognize if they’re going through

something at that time and lend a helping hand.

Most will argue that such heavy topics are too much for a young reader to be exposed to.

Yet, there are many benefits young readers can receive from reading young adult literature like

being able to cope with situations, learn lessons about life, and becoming a more empathic

person. The subjects discussed are not meant to have a negative effect on adolescents, but to

make them more aware of situations around them without actually going through the motions

themselves. Young adult literature is a platform where one can go become more knowledgeable

and understanding of themselves and others. The dark themes are meant to guide and allow

young readers to reflect on what is happening around them. Adults should consider the positive

effects of reading young adult literature has on adolescents. Understandably, many will be wary

of exposing young readers to these novels, but they should take a moment and try it out with

their young readers. By allowing them to read a specific novel of the adult’s choosing that best

fits the issue at hand, most adults may be surprised by the results they gain.

States in Contemporary Young Adult Literature.” Children’s Literature in Education,

vol. 44, no. 1, Mar. 2013, pp. 57 73. EBSCOhost, doi:10.1007/s10583 012-9176-1.

Keetley, Dawn. “The Injuries of Reading: Jesse Pomeroy and the Dire Effects of Dime Novels.”

Journal of American Studies, vol. 47, no. 3, 2013, pp. 673 697. JSTOR,

www.jstor.org/stable/24485835.

Stewart, Pearl, and Gwendolyn Ames. “Using Culturally Affirming, Thematically Appropriate

Bibliotherapy to Cope with Trauma.” Journal of Child & Adolescent Trauma, vol. 7, no.

4, Dec. 2014, pp. 227 236. EBSCOhost, doi:10.1007/s40653-014-0028-6.

Wolk, Steven. “Reading for a Better World: Teaching for Social Responsibility with Young

Adult Literature.” Journal of Adolescent & Adult Literacy, vol. 52, no. 8, 2009, pp. 664

673. JSTOR, www.jstor.org/stable/27654329.

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Works Cited

Cummins, Amy. “Border Crossings: Undocumented Migration Between Mexico and the United

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Tussing, Heidi L., and Deborah P. Valentine. “Helping Adolescents Cope with the Mental Illness

of a Parent Through Bibliotherapy.” Child & Adolescent Social Work Journal, vol. 18,

no. 6, Dec. 2001, pp. 455–469. EBSCOhost, doi:10.1023/A:1012992116742.

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