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I discuss the formal attention deficit hyperactivity disorder (ADHD) diagnosis process and whether the Black–White differences found in this process are the results of unmet needs or conscious decisions.

First, I offer a new analytic framework for understanding the “ADHD process.” The proposed framework breaks ADHD diagnoses down into three stages: the informal diagnosis, the formal diagnosis, and treatment. This approach reveals certain racial trends in the ADHD literature. Second, I use the 2007 National Health Interview Survey (total n = 75,764) to address racial differences.

I find that blacks are less likely to hold a formal ADHD diagnosis than whites. Third, nested logistic models reveal that this racial difference is not explained by health insurance status, family income, or family educational level. New explanatory models for the black–white difference in ADHD should stray from a strict reliance on the “unmet need” discourse, and instead focus on other factors that may affect the decision-making process in diverse families.

This chapter makes three contributions to the wider literature on ADHD and race.

The aim of this study was to examine the potential role of music lessons as part of a treatment programme for children diagnosed as having severe chronic anxiety disorders. The findings are presented as a series of individual case studies based on the recorded observations of the children, parents, music‐teachers and family therapists. Over the period of a school year five children were recruited to receive lessons on an instrument of their choice from an experienced professional music‐teacher. Music lessons were credited with improvements in feelings of efficacy and self‐confidence, increased social ease and independence, new opportunities to express creativity and emotional feelings, and control over intrusive thoughts and feelings. Normalisation of the therapeutic environment, combined with freedom from parental pressure to succeed, appears to emerge as a key feature of the success of the project. The findings indicate that music lessons on prescription may offer a useful complement or alternative to therapy for difficult and complex childhood anxiety disorders.

This paper provides an insight into how companies faced with hypercompetitive environments are leveraging their globally dispersed knowledge resources through far‐flung teams. Far‐flung teams are virtual teams that are multi‐unit/multi‐organizational, multi‐functional, globally dispersed and conduct their interdependent activities mainly through electronic media with minimal or no face‐to‐face interactions. A multi‐phase multi‐method study of 55 successful far‐flung teams. The first phase followed a highly successful far‐flung team over a period of ten months. The second phase involved survey participation from members of several far‐flung teams in multiple companies across multiple industries. Distinct communication and knowledge sharing norms emerge in successfuly far‐flung teams. Four different types of IT support are required for task coordination, external connectivity, distributed cognition and interactivity. The communication and knowledge sharing norms that emerged can be used to test impact on failure/success of other far‐flung teams. The impact of each of the four disctinct types of IT support has to be taken into account when studying far‐flung teams. Teams have to achieve a strategic fit between task characteristics, team composition and information technology support to overcome the barriers to knowledge sharing and successful creation of new knowledge in extreme environments faced by far‐flung teams. This paper takes an extensive multi‐methodology empirical approach to exploring successful far‐flung teams. It provides a theoretical model for future research on far‐flung teams.

This paper aims to explore the intersection of disability and accounting employment.

The paper uses oral history accounts of 12 disabled accountants. The authors investigate narrators' experiences of being disabled people and professional accountants, identify the barriers they encounter in professional employment, and how they (re)negotiate professional work.

The narrators' accounts are complex and diverse. The narratives record a discourse of success, offset by the consistent identification of social and environmental barriers relating to limited opportunities, resources, and support.

The paper develops the limited research on the relationship between disability and the accounting profession, expands the limited literature on disabled professionals' experience of work, provides voice for disabled accountants, adds to the limited oral histories available within accounting, and augments the accumulated literature considering the accounting profession and minorities.