This Discourse Analytical study aims to explore the identity constructs of a girl with a label of Social, Emotional and Behavioural Difficulties who attends a pupil
referral unit (PRU) for young people in Key Stage Three and Four.
A case study approach was utilised and constructions were gathered through the use of naturalistic conversations with the girl and two adults who work closely with her
in her current setting. Discursive Psychology was used to analyse the constructions present within the talk.
My analysis led me to propose five interpretative repertoires that were used to describe Hannah’s identity constructions: ‘identity as reflective’, ‘identity as
influenced by others’, ‘identity as challenging’, ‘identity as a nice person’ and ‘identity as confused’. Through the talk a variety of subject positions for Hannah were evident presenting Hannah as both an active agent and a passive
agent within her identity constructions, positioning her as powerless, vulnerable and misunderstood.
I consider the impact of Hannah’s environment and the role of her peers are fundamental to her personal identity constructs, and that the process of engaging in the research also contributed to Hannah’s constructions of her
identity, allowing her the opportunity to reflect on her past and consider her future. My research suggests that EPs, and other practitioners, have the potential to provide young people who have become negatively labelled with
agency and support them with their identity constructions, which may in turn position them in an emancipating way. I conclude by suggesting an expansion of the research and a consideration of the importance that EPs could play in
the lives of the young people with which they work by offering them, amongst other things, a non-judgemental discursive space in which they can talk.
