In this context, we considerthe "guilt" phenomenon asa componentof literary work that is traumatizing toa child’s emerging personality. We suppose thatthe negative events such as bullying, death, suicide, murder arethe strongest negative emotions thata child observes and experiences alongsidethe fictional characters.For example, accordingto the preschool and school educationprograms, the subjectof "Literature"contains many works with narratives where the characters act as a victim, aggressor or a witness ofa tragic situation, related to guilt. When associating himself with the main character,a child can experience the feeling of guilt regardless of the behavior model.E.g., if he has identified himself witha fictional aggressor anda murderer –he feels guilty for being "bad"; if he is psychologically inclined towards the fictional victim, then he feels the guilt once more, since the victimis seen as weak andis often despisedby the society for that weakness.The childmay have madewillful, mature efforts not to associate himself witheither the aggressor orthe victim. In this case, he still gets the witness trauma, having watched the tragic actions unfold in the literary work, and also feels guilty. Therefore,the phenomenonof "guilt" underthe influenceof tragic worksof literature can affect the child's well-being andbecome integrated intothe structure of a child’s personality. A frequent, reoccurring and intense experiencebecomes fixated and is transformed intoa familiar emotion. Naturally,it can thenbe absorbed intothe structureof an individual's personality.