This book explains, in engaging language, the emotional experience and possible behavioural patterns of ADHD on the bases of its neurobiological function, with a focus on the opportunities and obstacles faced by those with ADHD in professional education as well as in the course of a professional career.

1. Introduction.- References.- 2. One Person's ADHD is not the same as Another's.- 2.1. ADHD can make work more difficult and make it easier.- 2.2. "Unusual Management of Information and Functions".- 2.3. Personality.- 2.4. Environment.- 2.4.1. Focus on people.- 2.4.2. Focus on structures.- References.- 3. The Functional System of ADHD.- It's not that ADHDers think too little - they just think too widely.- 3.1. Information: weighting and filtering - the filter model.- 3.2. Functions: controlling & dosing: the control model.- 3.2.1. Reduced control in the area of focusing functions: concentration.- 3.2.1.1. Concentration and distraction.- 3.2.1.2. Hyperfocus: positive and negative is possible.- 3.2.1.3. Negative hyperfocus: quantitative.- 3.2.1.4. Negative hyperfocus: qualitative.- 3.2.1.5. Alleged compulsion problem.- 3.2.2. Reduced regulation in the area of input functions: perception.- 3.2.3. Reduced regulation in the area of output functions: impulse control.- 3.2.4. Reduced control in the area of organisational functions.- 3.3. Coping: profit, side effects & misunderstandings.- References.- 4. fundamentals of ADHD in the World of Work.- 4.1. To come out or not?.- 4.1.1. Don't be over hasty: beware of prejudices.- 4.1.2. How to do it: problem-free coming out - initially without "ADHD" label.- 4.1.3. Honesty is not the same as oversharing.- 4.2. ADHD: Who am I at work?.- 4.2.1. Be careful with one-sided generalisations about ADHD.- 4.2.1.1. Distracted by external stimuli.- 4.2.1.2. Distracted by internal stimuli.- 4.2.2. How does my ADHD function & how do I myself handle it (= coping).- 4.2.3. Hierarchy, office politics and apparent naivety.- 4.2.4. Are there questions to be answered here?.- Suggested solutions to dealing with questions.- 4.2.4.1. About the rough estimate.- 4.2.4.2. About the differentiated assessment.- 4.2.4.3. Choosing a possible reaction.- 4.2.5. Social life and small talk at work.- Suggested solutions if you find small talk troublesome.- 4.2.5.1. First step: emotional.- 4.2.5.2. Second step: cognitive.- 4.2.6. Sleepless "offside" at work.- 4.2.6.1. Exciting and/or annoying chains of association when falling asleep. Suggested solutions for ADHD sleep.- 4.2.6.2. Non-pharmaceutical stimulation for falling asleep.- 4.2.6.3. ADHD-independent tips on sleeping.- 4.2.7. A top career is not compulsory.- 4.3. A person is not only ADHD.- References.- 5. Directly Job-related: ADHD Works!.- 5.1. Starting a new job: the special ADHD learning curve.- 5.1.1. Important to know: an advantage in the long term but limiting in the short term.- 5.1.2. Suggested solutions when changing jobs.- 5.1.2.1. Before changing your job.- 5.1.2.2. Starting in a new place: dealing with yourself.- 5.1.2.3. Starting in a new place: dealing with your superiors and colleagues.- 5.1.2.4. A banal but important distinction.- 5.2. ADHD and chronic stress - burnout.- 5.2.1. Overload owing to unchecked thinking.- 5.2.2. Uncertainty in the flood of data: "fog of anxiety".- 5.2.3. Coping and its possible stress side effects.- 5.2.3.1. Contrasting pair: "overcompensating" versus "intuitive-figurative pattern".- 5.2.3.2. Contrasting pair: "overcompensating" versus "doing nothing".- 5.2.4. More ADHD-typical behaviour that can wear you down.- 5.2.5. Suggested solutions for chronic stress.- 5.2.5.1. Job description and list of duties.- 5.2.5.2. Using a routine to "stop thinking".- 5.2.5.3. General orientation in situations.- 5.2.5.4. Overview of the relevance of the tasks to be completed.- 5.2.5.5. Budget for work projects with passion.- 5.2.5.6. "Guilt-free time pockets".- 5.2.5.7. Cultivating relationships consciously (without bootlicking).- 5.2.6. Burnout-protective factors of ADHD?.- 5.2.6.1. Capacity for enthusiasm.- 5.2.6.2. Jobs that you can highly identify with, and those with a strong structure.- 5.2.6.3. Shorter perception duration.- 5.3. Acute stress - emergency benefit with ADHD.- 5.3.1. Advantage.- 5.3.1.1. Short version.- 5.3.1.2. Detailed version.- 5.3.2. Possible side effects of the emergency benefit.- 5.3.2.1. Emotional rollercoaster leads to self-doubt and professional resignation.- 5.3.2.2. Adrenalin junkie at work.- 5.3.2.3. Adrenalin junkie in private life.- 5.3.2.4. Private passivity and resignation.- 5.3.3. Suggested solutions for the side effects of the emergency benefit.- 5.4. Innovation advantage of ADHDers - with possible side effects.- 5.4.1. Factor 1: positive effect of the ADHD learning mode (learning curve).- 5.4.2. Factor 2: highly trained ability to extrapolate.- 5.4.3. Factor 3: positive hyperfocus (positive tunnel vision).- 5.4.4. Which prerequisites intensify the risk potential?.- 5.4.5. Suggested solutions for side effects of the innovation advantage.- References.- 6. The Curse of Negative Hyperfocus (negative tunnel vision).- 6.1. The absolutely worst ADHD cowpats.- 6.2. First and second wave of negative hyperfocus.- 6.3. Suggested solutions: preventing negative hyperfocus (negative tunnel vision).- 6.3.1. Percentage of own self-regulation.- 6.3.2. Percentage of pharmaceutically supported self-regulation.- 6.4. Suggested solutions: what do I do if I get into negative hyperfocus?.- 6.4.1. First step: learn to recognise negative hyperfocus yourself.- 6.4.2. Second step: actively get out or sit it out?.- 6.4.3. Third step: methods to get out of negative hyperfocus.- 6.4.3.1. Active unspecific: maintaining cognitive orientation.- 6.4.3.2. Active unspecific: distraction.- 6.4.3.3. Active specific: restoring emotional orientation (contact to the sense of one's own value).- References.- 7. The Self-Worth Issue.- 7.1. Career sabotage: ADHD-specific self-perception falsification.- 7.1.1. Development of ADHD-specific self-perception falsification.- 7.1.2. Suggested solutions for ADHD-specific self-perception falsification (self-underestimation).- 7.1.2.1. Compare yourself consciously with others!.- 7.1.2.2. My external sensor is a person I trust.- 7.1.2.3. Unnecessary fear: reality doesn't make you arrogant.- 7.2. "One-two-three-too much" or the Mount Everest Syndrome.- 7.2.1. Suggested solutions for the Mount Everest Syndrome.- 7.2.1.1. Stopping misperception of an alleged sense of inferiority.- 7.2.1.2. Simple tactic to prevent trigger situations.- 7.3. My personal no-goes.- 7.3.1. What am I sure I won't do, even if I could?.- 7.3.2. No-goes and professional self-employment.- 7.3.3. Suggested solutions in respect of personal no-goes.- References.- 8. ADHD Medication and Job.- 8.1. Purpose of possible medication.- 8.2. Clarify possible occupational restrictions.- 8.3. Demand detailed, plausible information about possible medication.- 8.4. ADHD medication on business trips.- 8.5. Major occupational significance of a common medication error.- References.- 9. Transition: Growing up with ADHD. Adolescence, career choice, education and further training.- 9.1. Often forgotten: what ADHD in adolescents also means.- 9.1.1. Delayed maturing of the brain.- 9.1.2. Importance for social and emotional development (growing up).- 9.1.3. ¿-Male ADHDers in puberty/adolescence.- 9.1.3.1. The rather extrovert proactive daredevil.- 9.1.3.2. The rather introverted idealising romantic.- 9.1.4. ¿-Female ADHDers in puberty/adolescence.- 9.1.5. Significance for school and education.- 9.2. Career choice.- 9.2.1. Take gap year to mature, if necessary.- 9.2.2. Take time and develop a system to aid clarification.- 9.2.3. Trial working (taster day) is doubly as important: practical rather than theoretical.- 9.2.4. Own choice or in the slipstream of a friend?.- 9.2.5. How much should I say when applying for an apprenticeship/trainee position?.- 9.2.5.1. Disclosing at an early stage.- 9.2.5.2. Disclosing at a late stage or not at all.- 9.2.6. Are there legal limitations regarding ADHD in particular professions?.- 9.3. Education/training.- 9.3.1. Summarised overview of apprenticeships and higher education studies.- 9.3.2. Learning and swotting for exams with ADHD.- 9.3.2.1. Generally applies: learning to understand is not the same as learning for exams.- 9.3.2.2. Realistic learn planning.- 9.3.2.3. Learning curve.- 9.3.2.4. Table of contents as a structure.- 9.3.2.5. Personal experiences and specific examples as orientation structure.- 9.3.2.6. Group learning as structure.- 9.3.2.7. Technical aids.- 9.3.3. Possibilities, boundaries and pitfalls of compensation for disadvantage status.- 9.3.3.1. Fundamental comments on compensation for disadvantage status.- 9.3.3.2. Compensation for disadvantage status for everyday situations during apprenticeship and higher education study.- 9.3.3.3. Exam-related compensation for disadvantage status.- 9.3.4. ADHD-basics for surviving the day of your exam and passing it.- 9.3.5. Planning and completing written work on time.- 9.3.5.1. Purpose of the paper to be written.- 9.3.5.2. Type, scope and structure of the paper to be written.- 9.3.5.3. Overview of time available.- 9.3.5.4. People as important aids to orientation and organization.- 9.4. Procrastination in further training, career planning and other job projects.- 9.4.1. Living appointment calendar.- References.- 10. Quintessence.- Index.- About the author.