Using a primarily “quasi-bibliotherapeutic” approach, this unit seeks to afford students an opportunity to discover and identify with characters, situations and/or literary elements within a narrative framework. By using narrative text, this writer seeks to assist students develop a positive self-concept, provide an opportunity to discover, examine and explore aspects of identity and critically deliberate issues and possible conflicts inherent in identity development. The clinical benefit of bibliotherapy was described initially in 1949 by C. Shrodes where it was described as paralleling the stages of psychotherapy, whereby the client-reader identifies with a work of literature, experiences a catharsis of emotion, and then achieves and integrates insight (Holman 1996). The term “quasi-bibliotherapeutic” is used to insinuate a connection with the reading of literature, generation of self-knowledge, and the crafting of an individual’s own identity narrative. It is not meant to imply that by reading the various texts contained herein a guide to self-discovery has been provided or such renderings will be therapeutic. This unit serves as an exploratory vehicle for the engagement of meaningful and thought provoking conversation with and between students. This unit should also provide fodder for student reflection on the concept of their identity as individuals and their placement within society.