A handbook consisting of scholarship and social media included to frame the six experiences around which this handbook is organized: getting in the zone, a thought process in overdrive; impulsivity; a distinct relationship to creativity; difficulties with transitions, especially the transition to and from sleep; and a complex relationship to medication. Following the initial framing, I then describe what each of these experiences feel like to me. To render these experiences for the purpose of a shared inquiry, I followed the critical-incident interview method that Flower describes in Community Literacy and the Rhetoric of Public Engagement. I first learned to use this interview technique in ENG 205: Introduction to Writing, Rhetorics and Literacies and practiced it further in ENG 390: Methods of Inquiry. The crux of my project is the insights of research participants as they read and responded to the six critical incidents and respective follow-up questions I designed for this study. The full interview protocol–approved by ASU’s Internal Review Board in December of 2022–is included in the appendix. Following IRB approval, I recruited four participants for a critical-incident interview, the results of which enliven this handbook’s portrait of thriving with ADHD.

Children of Deaf adults exhibit resilience despite being an underserved population. Positive parenting traits and a well-functioning community help these children gain empathy, responsibility, and maturity, as they act as linguistic and cultural intermediaries for their parents (Preston, 1994; Masten & Barnes, 2018). To study resilience in younger children of Deaf adults, seven families (six hearing families with hearing children and one Deaf family with a hearing child) were evaluated. Children between five-to-seven years were assessed for positive self-evaluation, hopefulness, motivation, and behaviors such as positive affect across five trials of online, unmoderated “Seek and Find” games. Parents completed the Multidimensional Assessment of Parenting Scale (MAPS) (Parent & Forehand, 2017) to assess dyadic interactions with their children before assisting them in the Seek and Find task. Results showed that children of Deaf adults remained high and steady in self-evaluation, motivation, and hopefulness throughout every puzzle trial compared to hearing children. These findings have implications for how children of Deaf adults cope when facing adversity. This “laid-back” nature can reduce anxiety, which is crucial for responding to stressful situations (Carroll, 2013). Further recruitment and investigation are needed to draw more conclusions about such markers of resilience. Carroll, L. (2013). Active Coping. In Gellman, M.D., Turner, J.R. (Ed.), Encyclopedia of Behavioral Medicine. https://doi.org/10.1007/978-1-4419-1005-9_1085 Masten, A.S., & Barnes, A.J. (2018). Resilience in Children: Developmental Perspectives. Children, 5(7), 98. https://doi.org/10.3390/children5070098 Parent, J., & Forehand, R. (2017). The Multidimensional Assessment of Parenting Scale (MAPS): Development and Psychometric Properties. Journal of Child Family Studies, 26, 2136-2151. https://doi.org/10.1007/s10826-017-0741-5 Preston, P. (1994). Mother father deaf: Living Between Sound and Silence [Doctoral dissertation, University of California-Berkeley]. https://escholarship.org/uc/item/58t007f5

This paper examines the issue of Russian disinformation in Estonia and how the country has built resilience against this threat. Drawing upon existing literature and a series of interviews conducted with Estonians of a variety of professional backgrounds, this work explores Estonia's whole-of-society approach to resilience and examines its incorporation of national security strategy, inter-institutional cooperation, and media literacy education. Ultimately, this paper argues that Estonia's efforts have been largely successful in enabling the country to strengthen its society against Russian disinformation and offers key takeaways for other countries such as the United States.

ADHD is a neurodevelopmental disorder associated with a high rate of comorbidity with anxiety disorders (25-34%). Children with ADHD experience serious adverse outcomes secondary to impairment in executive function, particularly within the domain of working memory (WM), behavioral inhibition (BI), and sustained attention (SA). While executive function deficits in ADHD are well documented, whether and how comorbid anxiety affects cognitive performance are equivocal. One potential explanation is that most studies examine linear relations, yet evidence suggests that anxiety affects performance in a non-linear (quadratic) manner, consistent with the the Yerkes-Dodson Law. The aim of this study was to investigate whether 1) children with ADHD show deficits in WM, BI, and SA relative to typically developing children, 2) comorbid anxiety displays a linear or nonlinear relationship with WM, BI, and SA performance among children with ADHD and 3) between group differences in cognitive performance vary based on levels of anxiety. Linear and non-linear relations between anxiety and cognitive performance were assessed in a sample of 54 boys diagnosed with ADHD and 50 typically developing boys. Anxiety was assessed across dimensions and raters. Results indicate rater and domain-specific effects of comorbid anxiety on cognitive performance. Non-linear relations between children’s self-rated physiological anxiety and Phonological working memory (PHWM), Visuospatial working memory (VSWM), and the Central Executive (CE) were found. Non-linear relations between parent-rated anxiety and PHWM and the CE were also found. However, no significant linear or non-linear effects of anxiety on BI and SA were found. The results indicate that children with moderate self-rated and parent-rated anxiety performed better on WM measures relative to those with low and high levels of self-rated and parent-rated anxiety. The present study was the first to examine and document non-linear effects of anxiety on cognitive performance among children diagnosed with ADHD. Given the results, clinicians should continue to assess anxiety during diagnostic screening in ADHD samples. Treatments should focus on compensating for CE abilities and mitigating high levels of anxiety as it may further impair WM.