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In It for the Long Haul helps social justice change agents stop burning out and reclaim their energy to create meaningful change. Social justice change agents often feel exhausted and overwhelmed by the urgent need for change; yet, they can get stuck in hopelessness and despair. They are continuously running on empty, having to push themselves to keep going, afraid of burnout or slowly fading away from passion fatigue. Social justice change agent Kathy Obear almost dropped out of social change work several times in her career due to the depth of burnout and passion fatigue she experienced. In It for the Long Haul teaches other agents how to recognize warning signs of burnout and take better care of themselves. Through engaging stories and practical tips, Obear encourages agents to recommit to self-care so they can be of greater service and spark real change in the world.

The reader will find the information in this book invaluable in the delivery of crisis intervention within the domains of criminal justice and social services. It is intended for pre-service and in-service criminal justice and social service crisis interveners who come into contact with victims of domestic violence/spouse abuse, child abuse and neglect, elder abuse and neglect, rape and sexual assault, loss of a loved one or any other type of crisis. The purpose is to provide theoretical, analytical, and practical knowledge for first responders. Face-to-face interaction with the client/victim is part of the comprehensive approach advocated by this book, which requires interveners to assess the nature of a crisis and the condition of the victim, in order to determine the appropriate course of action. Each chapter in the book offers a theoretical overview of a particular facet of intervention, as well as models and methods for applying crisis theory to crisis situations faced by interveners. The comprehensive balance of theory and practice presented in this volume should enable the intervener in coupling his/her general knowledge of human psychology and emotional crisis with the specific and novel characteristics of various crisis situations. This new edition retains important information, in a revised format, while adding important and timely topical information. It will be of interest to firefighters, police officers, social workers, childcare caseworkers, correctional personnel, probation/parole officers, clergy, emergency medical personnel, victim advocates, shelter care personnel, psychological counselors, and professionals from many other criminal justice and social service areas.

Renowned social justice advocate john a. powell persuasively argues that we have not achieved a post-racial society and that there is much work to do to redeem the American promise of inclusive democracy. Culled from a decade of writing about social justice and spirituality, these meditations on race, identity, and social policy provide an outline for laying claim to our shared humanity and a way toward healing ourselves and securing our future. Racing to Justice challenges us to replace attitudes and institutions that promote and perpetuate social suffering with those that foster relationships and a way of being that transcends disconnection and separation.

Race and Gender in the Classroom explores the paradoxes of education, race, and gender, as Laurie Cooper Stoll follows eighteen teachers carrying out their roles as educators in an era of "post-racial" and "post-gendered" politics. Because there are a number of contentious issues converging simultaneously in these teachers' everyday lives, this is a book comprised of several interrelated stories. On the one hand, this is a story about teachers who care deeply about their students but are generally oblivious to the ways in which their words and behaviors reinforce dominant narratives about race and gender, constructing for their students a worldview in which race and gender do not matter despite their students' lived experiences demonstrating otherwise. This is a story about dedicated, overworked teachers who are trying to keep their heads above water while meeting the myriad demands placed upon them in a climate of high-stakes testing. This is a story about the disconnect between those who mandate educational policy like superintendents and school boards and the teachers who are expected to implement those policies often with little or no input and few resources. This is ultimately a story, however, about how the institution of education itself operates in a "post-racial" and "post-gendered" society.