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A compassionate, shame-free guide for your darkest days “A one-of-a-kind book . . . to read for yourself or give to a struggling friend or loved one without the fear that depression and suicidal thoughts will be minimized, medicalized or over-spiritualized.”—Kay Warren, cofounder of Saddleback Church What happens when loving Jesus doesn’t cure you of depression, anxiety, or suicidal thoughts? You might be crushed by shame over your mental illness, only to be told by well-meaning Christians to “choose joy” and “pray more.” So you beg God to take away the pain, but nothing eases the ache inside. As darkness lingers and color drains from your world, you’re left wondering if God has abandoned you. You just want a way out. But there’s hope. In I Love Jesus, But I Want to Die, Sarah J. Robinson offers a healthy, practical, and shame-free guide for Christians struggling with mental illness. With unflinching honesty, Sarah shares her story of battling depression and fighting to stay alive despite toxic theology that made her afraid to seek help outside the church. Pairing her own story with scriptural insights, mental health research, and simple practices, Sarah helps you reconnect with the God who is present in our deepest anguish and discover that you are worth everything it takes to get better. Beautifully written and full of hard-won wisdom, I Love Jesus, But I Want to Die offers a path toward a rich, hope-filled life in Christ, even when healing doesn’t look like what you expect.
Teaching Games and Game Studies in the Literature Classroom offers practical suggestions for educators looking to incorporate ludic media, ranging from novels to video games and from poems to board games, into their curricula. Across the globe, video games and interactive media have already been granted their own departments at numerous larger institutions and will increasingly fall under the purview of language and literature departments at smaller schools. This volume considers fundamental ways in which literature can be construed as a game and the benefits of such an approach. The contributors outline pedagogical strategies for integrating the study of video games with the study of literature and consider the intersections of identity and ideology as they relate to literature and ludology. They also address the benefits (and liabilities) of making the process of learning itself a game, an approach that is quickly gaining currency and increasing interest. Every chapter is grounded in theory but focuses on practical applications to develop students' critical thinking skills and intercultural competence through both digital and analog gameful approaches.