Through the same status-regulation lens, I study grandiose narcissism as a pattern of status-ascent motivation in competitive hierarchies, marked by heightened sensitivity to rank cues and a tendency to treat status as the primary determinant of social value. My preliminary findings point to a distinctive signature: individuals high in grandiose narcissism report belongingness primarily when ranked high, and anticipate acceptance contingent on rank. In school settings this profile may contribute to conflict with teachers, friction with peers, and behavioral problems, especially when authority is experienced as a rank threat. My goal is a counselor-facing formulation guide and a brief intervention targeting self-worth that is not contingent on rank.