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Health care workers are burned out. Health care leaders know that workers are burned out but do not yet have the right tools to fix the problem. Called to Care? argues that we can mitigate burnout by examining what is most meaningful about health care work. Using interviews and observation of a wide range of health care workers, Cain shows that workers who care for our most vulnerable adults find their work to be meaningful when they are able to connect to the work and make progress on something that matters. In most cases, these meaningful experiences are also consistent with better care for patients. And yet organizational practices, policy environments, and cultural meanings get in the way of meaningful work, creating burnout. But it doesn’t have to be this way. Called to Care? illustrates that workplaces can and should align meaningful work experiences with quality care for patients.

In 2008, three years after Hurricane Katrina cut a deadly path along the northern coast of the Gulf of Mexico, researchers J. Steven Picou and Keith Nicholls conducted a survey of the survivors in Louisiana and Mississippi, receiving more than twenty-five hundred responses, and followed up two years later with their than five hundred of the initial respondents. Showcasing these landmark findings, Caught in the Path of Katrina: A Survey of the Hurricane's Human Effects yields a more complete understanding of the traumas endured as a result of the Storm of the Century.

The authors report on evacuation behaviors, separations from family, damage to homes, and physical and psychological conditions among residents of seven of the parishes and counties that bore the brunt of Katrina. The findings underscore the frequently disproportionate suffering of African Americans and the agonizingly slow pace of recovery. Highlighting the lessons learned, the book offers suggestions for improved governmental emergency management techniques to increase preparedness, better mitigate storm damage, and reduce the level of trauma in future disasters. Multiple major hurricanes have unleashed their destruction in the years since Katrina, making this a crucial study whose importance only continues to grow.

In a cure-focused profession, the death of a patient can often feel like a failure. Yet, every patient will inevitably transition from health to illness, independence to dependence, and life to death. These transitions often mark some of the most meaningful interactions between patients and care providers. Coping with Loss is a self-directed workbook that provides addresses common questions, concerns, and emotional responses to these interactions with dying patients. Each lesson opens with real stories of professional grief that will resonate with healthcare professionals at multiple stages of their careers. Critical topics covered include recognizing the diverse presentations of grief, identifying dying patients, decompressing individually, and debriefing as a team. Significant portions of the text discuss how challenging patient cases impact the formation of professional identity.  Ultimately, this workbook provides a place for healthcare providers to reflect on their patient interactions and learn how to support themselves and their healthcare teams through grief.

Cutting, a form of self-mutilation, is a growing problem in the United States, especially among adolescent females. It is regarded as self-destructive behavior, yet paradoxically, people who cut themselves generally do not wish to die but to find relief from unbearable psychological pain. 

Cutting and the Pedagogy of Self-Disclosure is the first book to explore how college students write about their experiences as cutters. The idea behind the book arose when Patricia Hatch Wallace, a high school English teacher, wrote a reader-response diary for a graduate course taught by Professor Jeffrey Berman in which she revealed for the first time that she had cut herself twenty years earlier. At Berman's suggestion, Wallace wrote her Master's thesis on cutting. Not long after she finished her thesis, two students in Berman's expository writing course revealed their own experiences as cutters. Their disclosures encouraged several students in another writing class to share their own cutting stories with classmates. Realizing that so many students were writing about the same phenomenon, Berman and Wallace decided to write a book about a subject that is rarely discussed inside or outside the classroom. 

In Part 1, Wallace discusses clinical and theoretical aspects of cutting and then applies these insights to several memoirs and novels, including Susanna Kaysen's Girl, Interrupted, Caroline Kettlewell's Skin Game, and Patricia McCormick's Cut. The motivation behind Wallace's research was the desire to learn more about herself, and she reads these stories through her own experience as a cutter. In Part 2, Berman focuses on the pedagogical dynamics of cutting: how undergraduate students write about cutting, how their writings affect classmates and teachers, and how students who cut themselves can educate everyone in the classroom about a problem that has personal, psychological, cultural, and educational significance.