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Abstract
Literature on attention deficit hyperactivity disorder (ADHD) has historically come from a cognitive deficit approach and lacked community authorship. In contrast, this article utilises a neurodiversity framework to explore ADHD as a cognitive difference through ADHDers' experiences. Specifically, here we analyse collective autoethnographic writings from neurodivergent academic researchers writing to one other about their experiences of intensity and variable attention or interest-based attention. Through the process of collective writing, we started to rename and restory our experiences, which has enabled us to understand intensity and variable attention as a valuable facet of human diversity, with both strengths and challenges. This project offers an example of how community-based research can elucidate individual experiences as ADHD/AuDHD researchers, facilitate exploration of varied experiences with intensity and attention and increase self-awareness and ability to give and receive neuroaffirmative support.

AbstractEighteen families with hyperactive 6‐ to 12‐year‐old sons and 19 families with normal 6‐ to 12‐year‐old sons were observed discussing childrearing concerns in mother‐father‐son triads. Parents also completed questionnaires assessing marital and parent‐child relationships. Observational ratings indicated that the hyperactive sons misbehaved more and exhibited less adaptive and age‐appropriate behavior than did the comparison sons. The parents' self‐report data indicated that the parents of hyperactive sons spent more time discussing their sons' problems and blaming their sons for family problems relative to parents of comparison sons. The parents of hyperactive sons also reported that their sons' problems distracted them from other marital and family concerns more than did parents of comparison sons. Nevertheless, parents of hyperactive sons did not report greater marital satisfaction or a greater sense of being unified by their sons' problems. Consistent with previous findings, families of hyperactive sons also did not report or exhibit more marital conflict than did families of comparison sons. This discussion focuses on the usefulness of a systems approach for understanding the interdependence among relationships within families.

This graduate project addresses the misconceptions around Attention-Deficit Hyperactivity Disorder (ADHD) in the field of art therapy. In an art-based action autoethnography approach, I sought to challenge widely held beliefs about ADHD in art therapy by reflecting on my own experience having ADHD while learning to be an art therapist. Through a political/relational disability lens, I assert the importance of systemic accommodation of ADHD rather than putting the burden on the individual with ADHD to cope with an education system built for neurotypical brains. The outcome of this graduate project is a comic based on my experience having ADHD in graduate school for art therapy.

Baseret på feltarbejde i danske familier undersøger denne artikel håndtering og betydning af tid i familier, der lever med diagnosen Attention Deficit Hyperactivity Disorder (ADHD). Vi argumenterer for at se på et aspekt af ADHD som en tidsforstyrrelse, og undersøger hvordan dette håndteres i et moderne dansk hverdagsliv præget af mange strukturelle tidslige vilkår. Inspireret af den danske antropolog Mikka Nielsen (2016) fortolker vi hverdagslivet med ADHD ud fra et tidsperspektiv, hvor ADHD ses som en lidelse, der bliver særligt synlig i tidslige sammenstød med omgivelserne. Vi beskriver, hvordan væsentlige aspekter af ADHD kan forstås som forårsaget af en forstyrrelse i oplevelsen af tidens normale struktur af fortid-nutid-fremtid. Med sociologen Michael Flahertys begreb tidsarbejde (2011) belyser vi, hvordan brug af genstande, aktiviteter, medicin og støtte fra andre hjælper den enkelte med ADHD til at navigere i tiden. Vi kontekstualiserer analysen med strukturelle perspektiver på modernitetens kendetegn og belyser derved, at tidslige krav fra de institutionelle rammer påvirker familielivet med ADHD. Artiklen argumenterer således for et dobbelt-temporalt perspektiv på familielivet med ADHD. Undersøgelsen peger på, at feltarbejde i familier, der lever med ADHD, kan bidrage med vigtig viden, der kan opkvalificere vejledning der gives fra sundhedssystemet til patienter med ADHD og deres familier. Vi opfordrer til videre forskning om temporalitet i familier, der lever med ADHD.

This concise and highly accessible book contains everything that parents and busy professionals need to know about ADHD. The author describes the spectrum of ADHD, the co-occurring symptoms, and common difficulties that parents face. The rest of the book focuses on solutions, based around four rules. Rule number one is keeping it positive: punishments can change behavior, but only positive approaches can improve attitude. Rule number two is keeping it calm: it's difficult thinking clearly enough to solve problems logically if you are feeling overwhelmed. Rule number three is keeping it organiz

Diane McIntosh1, Stan Kutcher2, Carin Binder3, Anthony Levitt4, Angelo Fallu5, Michael Rosenbluth61Department of Psychiatry, University of British Columbia, Vancouver, British Columbia, Canada; 2Department of Psychiatry, Dalhousie University, Halifax, Nova Scotia, Canada; 3Medical and Government Affairs, Janssen-Ortho Inc, Toronto, Ontario, Canada; 4Department of Psychiatry, Sunnybrook and Women's Health Sciences Centre, Toronto, Ontario, Canada; 5Psychiatry, Clinique Woodward, Sherbrooke, Quebec, Canada; 6Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada Objective: Many patients present to their physician with depression as their primary symptom. However, depression may mask other comorbid disorders. This article presents diagnostic criteria and treatment recommendations (and monitoring) pertaining to the diagnosis of adult attention deficit hyperactivity disorder (ADHD), which may be missed in patients who present with depressive symptoms, or major depressive disorder (MDD). Other co-occurring conditions such as anxiety, substance use, and bipolar disorder are briefly discussed. Methods: A panel of psychiatrist-clinicians with expertise in the area of child and adolescent ADHD and mood disorders, adult mood disorders, and adult ADHD was convened. A literature search for recommendations on the diagnosis and treatment of co-occurring conditions (MDD, anxiety symptoms, and substance use) with adult ADHD was performed. Based on this, and the panel's clinical expertise, the authors developed a diagnostic algorithm and recommendations for the treatment of adult ADHD with co-occurring MDD.Results: Little information exists to assist clinicians in diagnosing ADHD co-occurring with other disorders such as MDD. A three-step process was developed by the panel to aid in the screening and diagnosis of adult ADHD. In addition, comorbid MDD, bipolar disorder, anxiety symptoms, substance use and cardiovascular concerns regarding stimulant use are discussed. Conclusion: This article provides clinicians with a clinically relevant overview of the literature on comorbid ADHD and depression and offers a clinically useful diagnostic algorithm and treatment suggestions.Keywords: ADHD, adult, treatment, diagnosis, substance use disorder, depression

Identifying how subjective well-being is based on the perceptions of children with ADHD itself and to find out what aspects show children with ADHD are feeling their well-being and what aspects show children with ADHD have not developed their well-being its important to be known. The child's voice is important and is the most accurate data in showing what the child feels themselves include about their subjective wellbeing. Case study qualitative research methods by interview with a sample of 44 children comprising 3 females, 41 males (age 8-12). Data analysis was using thematic analysis with NVIVO 12. The results indicate that children with ADHD in general, in their lives, are already having their well-being and some are not. In general the factors that make children with ADHD feel their well-being or not, include about capable do something, when get what they want, and have positive/ negative relationships with the people around them. It is important to pay attention to the subjective well-being children with ADHD, it is hoped that teachers, parents, and government can further optimize their respective roles and collaborate with each other to jointly pay attention to children's well-being with various strategies and policies.