Risk, Resilience and ADHD  Sam Goldstein Ph.D.! Assistant Clinical Professor of Psychiatry! University of Utah! Affiliate Research Professor of Psychology! George Mason University! www.samgoldstein.com Relevant Disclosure  •  Editor in Chief of the Journal of A:en;on  Disorders  •  Author of a number of textbooks and trade  books about ADHD  •  Compensated Speaker  •  Clinician Goals for This Presenta;on  •  Discuss current knowledge and research about  ADHD e;ology, conceptualiza;on, diagnosis  and treatment.  •  Discuss current knowledge and research about  resilience as a clinical phenomenon.  •  Integrate these two areas to appreciate and  apply a strength based model in the treatment  and educa;onal guidance of ADHD. What is self‐regula;on/self discipline? Self-discipline can be understood as a vital component of a sense of ownership and responsibility for one’s behavior. The need to develop and effectively harness self-discipline at an early age, while critical in any culture, may take on greater importance in a society filled with complex demands, challenges, and stresses. The possession and ability to effectively utilize self-discipline paves a successful road into adulthood. It is not surprising that in our fast paced, seemingly chaotic world, children capable of implementing self-discipline at young ages appear to negotiate the maze of family, school, friends, and community more successfully than those who struggle with this ability. Effective self-discipline implies that a child has internalized a set of rules so that even without the presence of a parent or other caregiver, the child will act in a thoughtful, reflective manner. What happens to children when they  struggle to keep pace in the  matura;on of their self‐discipline? We fail to appreciate that  children are gene;cally  endowed with certain  pa:erns of behavior and  thought.