The radio call comes in. A student’s refusing to move, and suddenly, everyone’s looking at you to fix it. Here’s what nobody ever told us in grad school: defiance and dysregulation can look the same from the outside, but they require completely different responses. This episode gives you a clear, evidence-based way to figure out the difference, match the right tool to the right circumstance, and keep your cool when the pressure’s on. References Corrigan, F. M., Fisher, J. J., & Nutt, D. J. (2011). Autonomic dysregulation and the window of tolerance model of the effects of complex emotional trauma. Journal of Psychopharmacology, 25(1), 17-25. Lebowitz, E. R., Panza, K. E., & Bloch, M. H. (2016). Family accommodation in obsessive-compulsive and anxiety disorders: A five-year update. Expert Review of Neurotherapeutics, 16(1), 45-53. Shahan, T. A. (2022). Explaining extinction and relapse. Journal of the Experimental Analysis of Behavior, 117(3), 360-375. Siegel, D. J. (2012). The developing mind: How relationships and the brain interact to shape who we are (2nd ed.). Guilford Press. ********************************** All names, stories, and case studies in this episode are fictionalized composites drawn from real-world circumstances. Any resemblance to actual students, families, or school personnel is coincidental. Details have been altered to protect privacy. This work is part of the School for School Counselors body of work developed by Steph Johnson, LPC, CSC, which centers role authority over role drift, consultative practice over fix-it culture, adult-designed systems and environments as primary drivers of student behavior, clinical judgment over compliance, and school counselor identity as leadership within complex systems.
