STOP Talking About ODD! What School Counselors Can Do Instead

Oppositional Defiant Disorder is a term that we hear people toss around in schools all the time.  It just seems to be the world we're living in right now: if you don't know what to do with "that kid," if they get persnickety,  if they're argumentative, if they don't cooperate, they refuse to complete work, threaten others, etc., etc... everyone seems to feel free to start talking about ODD.In this episode, I'll talk about the damage that can be done with this type of label, why some prominent experts think a whole other term is better, and how can you support ANY student with tough behaviors, ODD or not.I'll also give you the information and insight you need to confidently reframe conversations with teachers, administrators, or other staff when the idea of ODD comes up.*********************Our goal at School for School Counselors is to help school counselors stay on fire, make huge impacts for students, and catalyze change for our roles through grassroots advocacy and collaboration. Listen to get to know more about us and our mission, feel empowered and inspired, and set yourself up for success in the wonderful world of school counseling.Hang out in our Facebook groupJump in, ask questions, share your ideas and become a part of the most empowering school counseling group on the planet! (Join us to see if we're right.) Join the School for School Counselors MastermindThe Mastermind is packed with all the things your grad program never taught you IN ADDITION TO unparalleled support and consultation. No more feeling alone, invisible, unappreciated, or like you just don't know what to do next. We've got you!Did someone share this podcast with you? Be sure to subscribe for all the new episodes!!Connect --> schoolforschoolcounselors.comSupport the show 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.