A Corner of the Universe

Fiction | Novel | Middle Grade | Published in 2002

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Summary

Background

Chapter Summaries & Analyses

Prologue-Chapter 4

Chapters 5-9

Chapters 10-14

Chapters 15-19

Chapters 20-22

Character Analysis

Themes

Symbols & Motifs

Important Quotes

Vocabulary

Essay Topics

Quiz

Background

Sociohistorical Context: Mental Illness and Autism Spectrum Disorder in the 1950s

None of the adult characters in A Corner of the Universe shares a definitive diagnosis of Adam’s mental problems. Instead, family and friends use euphemisms that negatively distance Adam from social acceptability: Adam is “not quite…right” (31), he is “funny,” or simply, “mentally ill.” Adam is different from “normal” people. The doctors that Nana and Papa took Adam to as a youth said he had symptoms of schizophrenia or autism—wildly different diagnoses by today’s standards that show how little understood mental illness and autism were in the 1950s. People believed there was no cure or treatment for mental problems. Those with mental illnesses faced extreme discrimination and stigma.

Adam presents with a few symptoms of autism, including having trouble regulating emotion (Rodden, Janice. “What Are the Signs of Autism in Adults?” ADDitude, 2021). Autism Spectrum Disorder (ASD) was first diagnosed by psychiatrist Leo Kanner in 1943, so it was a comparatively new disorder at the time of the novel’s setting. Autism is a developmental disorder, rather than a mental illness, though people with ASD also have higher rates of depression and anxiety (“Mental Illness vs. Autism and Other Developmental Disorders.” Arrow Passage Recovery). Adam, notably, feels isolated and depressed. He is aware of his alienation from regular life. He knows that he is an adult and possesses adult desires, yet he is treated as a child because of his difference.

In the 1950s, many doctors believed that autism was caused by “cold, uncaring mothers” (“8 Weird and Awful Ways People with Autism Have Been ‘Treated’ Throughout History.” The Autism Site). This now discredited idea became known as the “refrigerator mother” theory. Proponents of this premise believed that children with autism did not receive enough love from their mothers and suffered from “poor attachment and/or absentee parenting” (“Historical Perspective.” National Autism Center at May Institute). Consequently, parents felt blamed for and ashamed of what they saw as their failures—much like Nana does. Adam does not seem close to Nana, and Nana has trouble expressing her feelings. From Hattie’s perspective, Adam embarrasses Nana, who coolly focuses on controlling him, rather than being concerned for his emotional well-being.

During the time of the novel’s setting, families frequently institutionalized family members with autism and other mental illnesses on the advice of doctors. Adam was sent away in 1951, when he was 12, and remained in his “special school” for 9 years, until he turned 21. He was isolated from his family and only infrequently visited by Nana and Papa. His very existence was a secret within the family. This treatment reflects one of the early, misguided therapies for autism called “parentectomy,” or taking the child away from their home (“8 Weird and Awful Ways”).

Psychological Context: Destigmatizing and Discussing Suicide in the Classroom

Adam’s suicide raises sensitive, emotional issues that may be challenging for many students to discuss in the classroom. Understanding a modern psychological approach to suicide, the false stigma surrounding it, and survivors’ reactions to it, will facilitate discussion, manage anxiety, and help students analyze their own beliefs and potential misconceptions.

Suicide has typically had much stigma attached to it, negative beliefs largely based on ignorance and prejudice. People pass judgment against those who “commit” the “crime” of self-murder, believing those who die by suicide are cowards or mentally unstable (Olson, Robert. “Suicide and Stigma.” Centre for Suicide Prevention, 2013). Many religions also denounce suicide as a sin (Harvard Women’s Health Watch. “Suicide Survivors Face Grief, Questions, Challenges.” Harvard Health Blog, 2020). Fortunately, thanks to education and information campaigns, the stigma surrounding suicide is slowly beginning to diminish.

Psychologist Thomas Joiner theorizes that people commit suicide when they feel two things simultaneously: "perceived burdensomeness and thwarted belongingness" (Ribeiro, Jessica and Thomas E Joiner. “The Interpersonal-Psychological Theory of Suicidal Behavior: Current Status and Future Directions.” The Journal of Clinical Psychology, 2009). Adam displays signs of both feelings, convinced he is “the only true alien” (112).

Survivors of suicide loss like Hattie face unique emotional challenges over and above the already-difficult process of grieving the loss of a loved one. Many survivors feel guilty and blame themselves for the death, wondering if they could have prevented the suicide, or wondering if they somehow contributed to the suicide (Olson). For example, Hattie thinks that if Henry had just parked his red convertible nearby, she would have seen it and never let Adam up to Angel’s room.

With a suicide, the “victim is the perpetrator” (Harvard Women’s Health Watch). There is no one else to blame, and many survivors feel angry at the deceased individual. Hattie experiences a mix of emotions about Adam’s death. She is initially angry, calling him a “big baby” for leaving “that way,” when his reasons for killing himself “weren’t good enough” (170). Hattie also experiences anger towards the townspeople who attend the funeral, believing that they are judging and blaming Adam and her family: She thinks they turned out simply “to see the freak’s family” (175).

Those who survive the suicide of a loved one also frequently feel abandoned and left behind. In the novel, Hattie, unlike many suicide loss survivors, ultimately understands Adam’s decision to take his life. She recognizes that Adam’s decision took “a certain kind of courage” (178) because he dearly loved life. With this awareness, Hattie can begin her own emotional healing and to help dispel others’ negative perceptions. She recognizes that suicide is not an act she would choose to commit. Hattie encourages communication, family connection, and remembering Adam for his life, rather than his death.

Teachers may have concerns about using a novel that includes suicide in the classroom, thinking that discussing suicide may increase suicidal ideation and actions. Studies show that the opposite is true: talking about suicide may help reduce suicidal thoughts (“5 Things Educators Should Know When Talking About Suicide.” Kognito, 2018). In 2019, suicide was the second leading cause of death for children aged 14-18 (Ivey-Stephenson AZ, Demissie Z, Crosby AE, et al. “Suicidal Ideation and Behavior Among High School Students—Youth Risk Behavior Survey, United States 2019.” Morbidity and Mortality Weekly Report. CDC, 2020). Suicide is a growing mental health concern. Teachers play important roles in the lives of young people and are on the front lines of recognizing suicidal tendencies in their students. Observing warning signs and knowing how to respond to them is vital in today’s classroom (“Gatekeepers.” National Suicide Prevention Lifeline). Talking about suicide in a fictional context can help students increase their sense of empathy, deepen their understanding and awareness of suicidal thoughts, and celebrate life.