{"id":9597,"date":"2025-03-06T09:19:36","date_gmt":"2025-03-06T08:19:36","guid":{"rendered":"https:\/\/divi5.janert.info\/?p=9597"},"modified":"2026-11-01T16:24:12","modified_gmt":"2026-11-01T15:24:12","slug":"understanding-challenging-behavior","status":"publish","type":"post","link":"https:\/\/janert.info\/en\/herausforderndes-verhalten-verstehen\/","title":{"rendered":"Understanding challenging behavior (green-red-blue)"},"content":{"rendered":"

We are often confronted with challenging behavior, for example when a child shows very controlling behavior and simply won't stop doing something or insists on doing it. Traditional methods of appealing to the child's mind with rational explanations or demanding obedience, sometimes with the threat of punishment or so-called consequences, rarely lead to the desired success. Why is this the case? Why can't the child simply do as it is told?<\/span><\/p>\n

Hier ist es hilfreich als erstes zu beobachten, in welchem physiologischen Zustand sich das Kind gerade befindet und insbesondere, wie sicher und reguliert es sich gerade f\u00fchlt, was sich zur schnelleren Orientierung kurz als 'gr\u00fcn-rot-blau' zusammenfassen l\u00e4sst:
<\/span><\/span><\/p>\n

1. in the green zone<\/span><\/strong>\u00a0<\/span>the child feels safe and supported by friendly people, connected to the world and open to new discoveries<\/span><\/p>\n

2. in the red zone<\/span>\u00a0<\/strong>f\u00fchlt sich das Kind verunsichert und irgendwie bedroht, so dass es sich sch\u00fctzen, verteidigen oder an irgendetwas festhalten muss, - zum Beispiel vielleicht an Kontrollverhalten, einem Gegenstand oder festgefahrenen Gewohnheiten<\/span><\/p>\n

3. in the blue area<\/strong><\/span>\u00a0<\/span>The child feels abandoned and so hopelessly alone that it no longer even tries to reach out to others or make eye contact, because it expects neither support nor understanding from them regarding how terrible it feels, and has withdrawn, given up, and shut itself off.<\/span><\/p>\n

Befindet sich das Kind im roten oder blauen Bereich, dann sind alle seine Kr\u00e4fte defensiv auf eine Art\u00a0 Selbstverteidigung gerichtet, was auch bedeutet, dass sein rationales Gehirn nicht verbunden ist mit seinem Tun und Denken. Sobald der Kipppunkt in der Mitte \u00fcberschritten ist und das Kind sich im Stresszustand befindet, blockiert das autonome Nervensystem (ANS) jede Ver\u00e4nderung. In diesem Zustand ist kein Lernen m\u00f6glich, nur Abwehr- und Selbstschutzverhalten, d.h. das Kind ist physiologisch nicht in der Lage,\u00a0 rationale Erkl\u00e4rungen oder die menschliche Stimme zu verstehen, oder wahrzunehmen, au\u00dfer als weitere Angriffe auf sein Selbstgef\u00fchl und Bedrohung seiner Existenz. F\u00fcr den Betreuer hei\u00dft dies, den Fokus auf Co-Regulation und Einf\u00fchlung zu legen, - und weniger, oder oft sogar am besten gar nicht zu reden, und auf jeden Fall Erkl\u00e4rungen und Fragen zu vermeiden. Denn das Grosshirn des Kindes ist zu dieser Zeit nicht 'angeschaltet' oder im Verarbeitungsmodus.<\/span><\/span><\/p>\n

The child is not intentionally causing us stress, but IS itself stressed and needs empathetic and co-regulating support from us.<\/h4>\n

Hierbei ist uns bewusst, dass das Kind sich ja nicht absichtlich 'schlecht' verh\u00e4lt, um uns herauszufordern, sondern 'es passiert ihm' unbewusst, weil es sich in einem dysregulierten Stresszustand befindet und sein autonomes (also unbewusstes) Nervensystem sich im Schutzmodus befindet. Mit diesem Verst\u00e4ndnis k\u00f6nnen wir dann zu Stress detectives<\/strong> When we feel challenged by behaviors and understand, for example, that controlling behavior means that the child feels insecure and threatened in some way and is trying to protect itself through controlling behavior.\u00a0<\/p>\n

This is where a Reflective check-in<\/strong>, to empathize with where the child and its nervous system and its being-in-the-world are at the moment (and you too, of course) and to think about how we can help it regain a sense of security through co-regulation, so that it suits everyone.<\/strong> Aber traditionelle Methoden wie Auszeit, Strefen, 'Konsequenzen' und konventionelle Disziplinarmethoden f\u00fchren nur dazu, dass das Kind sich noch weniger sicher f\u00fchlt, und sich entweder wehren oder zur\u00fcckziehen muss.<\/p>\n

<\/span><\/span><\/p>\n<\/div><\/div><\/div><\/div>

<\/span><\/div><\/div><\/div>

This insight into the fundamental importance of the human autonomic nervous system is based on the Polyvagal theory by Stephen Porges<\/strong> and represents a major paradigm shift that helps us understand behavior. This is a bidirectional theory of how the body and the brain\/mind communicate back and forth with each other. In this process, 80 % of the neural information flows from the body to the brain, and only 20% from the brain to the body. This offers us a new, optimistic organizational principle for understanding autistic-like behaviors and autism in a new light: to understand a behavior, one must first understand the body and human physiological states and respond to them interpersonally through co-regulation.<\/p>\n

Stephen Porges' innovative Forschung zum autonomen Nervensystem hat uns gezeigt, wie Menschen sich im Laufe der Evolution entwickelt haben, um mit Bedrohungen umzugehen. Seine Polyvagaltheorie zeigt uns, dass wir uns bei einer Bedrohung oder Gefahr zun\u00e4chst an unser soziales Bindungssystem wenden, um wieder Sicherheit herzustellen (wir wenden uns vertrauten Personen zu). Wenn dies nicht unser Sicherheitsgef\u00fchl wiederherstellt oder wenn die Gefahr gro\u00df und unmittelbar ist, aktivieren wir unsere Kampf- oder Fluchtmechanismen. Wenn uns das nicht in Sicherheit bringt, f\u00fchrt dies zum Zusammenbruch von K\u00f6rper und Geist, - wir machen zu und schalten ab. Menschen, die wiederholt die Erfahrung machen, dass soziales Engagement nicht dazu f\u00fchrt, sich in Sicherheit zu f\u00fchlen, reagieren automatisch mit Kampf\/Flucht oder R\u00fcckzug\/ Zumachen.<\/p>\n<\/div><\/div><\/div><\/div>

<\/span><\/div><\/div>

Here is a pictorial representation of these emotional states <\/strong>(with German translation):<\/strong>
<\/span>
1: Social<\/span>it commitment<\/strong><\/span><\/span> (turn to trusted persons):<\/strong><\/span> Can talk, form relationships, self-regulate, self-soothe and stay relaxed<\/span>
<\/span><\/p>\n

2: Mobilization (fight\/flight): <\/strong><\/span>Actively fight against the threat or flee. Heart rate increases, the body is ready to fight<\/span>
<\/span><\/p>\n

3. Immobilization (collapse): <\/strong><\/span>Withdrawal, disconnected from the threat and from the body, overwhelmed. Heart rate drops, death reflex<\/span><\/p>\n<\/div><\/div><\/div><\/div>

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The polyvagal theory makes it possible to see \u2018behind the diagnosis\u2019 of autism<\/strong>\u00a0<\/span>and opens\u00a0<\/span>so that\u00a0<\/span>new\u00a0<\/span>Doors\u00a0<\/span>for\u00a0<\/span>Handling,\u00a0<\/span>Therapy\u00a0<\/span>and\u00a0<\/span>healing\u00a0<\/span>procedure, because they\u00a0<\/span><\/span>connects<\/span>\u00a0<\/span><\/span>many<\/span>\u00a0<\/span>which in\u00a0<\/span><\/span>autistic<\/span>\u00a0<\/span><\/span>Children<\/span>\u00a0<\/span><\/span>impaired<\/span>\u00a0<\/span><\/span>Functions
<\/span><\/span><\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
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a)\u00a0<\/span><\/span>a<\/span>\u00a0<\/span><\/span>reduced<\/span>\u00a0<\/span><\/span>social<\/span>\u00a0<\/span><\/span>Interaction system
<\/span>b) Escape<\/span>Fight<\/span>\u00a0<\/span>(fight-flight)\u00a0<\/span><\/span>Behavior<\/span>\u00a0<\/span><\/span>or
<\/span>c) Withdrawal, decoupling and\u00a0<\/span><\/span>Close<\/span>\u00a0<\/span>(freeze\/shut-down)<\/span><\/span><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/blockquote>\n
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Autistic-like behavior can thus be seen as a stress reaction. <\/strong><\/span>In\u00a0<\/span>some<\/span>\u00a0<\/span>Children<\/span>\u00a0<\/span>with<\/span>\u00a0Autism\u00a0<\/span>is<\/span>\u00a0the system \u2018<\/span>Fight<\/span>\u00a0- Escape - Retreat<\/span>\u2019 often disturbed in various ways, turns on constantly and unnecessarily, and the child has <\/span><\/span>in the<\/span>\u00a0<\/span>Senses<\/span>\u00a0from\u00a0<\/span>Physical experience<\/span>\u00a0<\/span>and withdrew into himself. I<\/span>n some so-called<\/span>\u00a0\u2018<\/span>Autistic people<\/span>'\u00a0\u00a0<\/span>was<\/span>\u00a0<\/span>perhaps<\/span>\u00a0<\/span>in the<\/span>\u00a0<\/span>Infancy<\/span>\u00a0the\u00a0<\/span>Vagal system<\/span> to the <\/span>Security system<\/span>\u00a0of the\u00a0<\/span>Body<\/span>\u00a0<\/span>diverted<\/span>\u00a0and\u00a0<\/span>remained<\/span>\u00a0the\u00a0<\/span>Focus<\/span>\u00a0of the\u00a0<\/span>itself<\/span>\u00a0<\/span>developing<\/span> Ki<\/span>ndes<\/span>:\u00a0<\/span>Perhaps<\/span>\u00a0<\/span>is<\/span> the child as a baby in <\/span>one<\/span>\u00a0<\/span>Fight<\/span>-escape-<\/span>Solidification<\/span>\u00a0<\/span>Reaction<\/span>\u00a0<\/span>advised<\/span>\u00a0and, in\u00a0<\/span>this<\/span>\u00a0<\/span>young<\/span>\u00a0Age\u00a0<\/span>there<\/span>\u00a0<\/span>stuck<\/span>,\u00a0<\/span>because<\/span>\u00a0<\/span>it<\/span>\u00a0<\/span>not<\/span>\u00a0<\/span>knew<\/span>,\u00a0<\/span>like<\/span> can you get out of it?<\/span> <\/span>What,\u00a0<\/span>when<\/span>\u00a0the\u00a0<\/span>Fight<\/span>-escape-<\/span>Solidification<\/span>\u00a0System\u00a0<\/span>to<\/span>\u00a0<\/span>long<\/span> was on? The toddler can <\/span>not<\/span>\u00a0<\/span>Learn<\/span>\u00a0his\u00a0<\/span>social<\/span>\u00a0Software\u00a0<\/span>to<\/span>\u00a0<\/span>steer<\/span>,\u00a0<\/span>while<\/span>\u00a0. T\u00a0<\/span>Fight<\/span>-escape-retreat <\/span>System on autopilot <\/span>runs<\/span>\u00a0<\/span>like<\/span>\u00a0<\/span>a<\/span>\u00a0<\/span>ownerless<\/span>\u00a0<\/span>Horse<\/span>.<\/span>\u00a0<\/span>(Holly Bridges in her book: Reframe your Thinking around Autism).<\/span><\/span><\/p>\n

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<\/span><\/div>\n
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Autism may not be a neurological disorder in itself, but a learned response <\/span>of the body to early stress\/trauma experiences?\u00a0<\/span><\/span><\/strong><\/div>\n

<\/span><\/span><\/strong><\/p>\n<\/div>\n

<\/span><\/div>\n
<\/span><\/div>\n
<\/span><\/div>\n
<\/span><\/div>\n
<\/span><\/div>\n
<\/span><\/span><\/strong><\/div>\n

<\/span><\/span><\/p>\n

It is important to be aware of how trauma affects a person. Because a <\/span><\/span>traumatized person<\/strong><\/span><\/p>\n

\n
    \n
  • is not able to\u00a0<\/span><\/span>to filter out<\/span>, what\u00a0<\/span><\/span>important<\/span>\u00a0<\/span>and what\u00a0<\/span><\/span>not<\/span>\u00a0<\/span><\/span>important<\/span>\u00a0<\/span><\/span>is<\/span><\/span><\/li>\n
  • has an imagination that is limited only to what has happened<\/span><\/li>\n
  • is incapable of learning,\u00a0<\/span><\/span>because he cannot imagine that there are all sorts of other possibilities, including that he too could be successful:<\/span><\/li>\n
  • he's stuck, like in a trap<\/span><\/li>\n<\/ul>\n<\/div>\n

    Trauma knows no development and\u00a0<\/span>no connection to the before and after. <\/span><\/strong>It is an island<\/span>.<\/span><\/strong><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div>

    <\/span><\/div><\/div><\/div>

    \u00a0Um herausfordernde Verhaltensweisen und 'gr\u00fcn-rot-blau' besser zu verstehen empfehlte ich die deutsche \u00dcbersetzung von Mona Delahooke's Buch 'Brain-Body Parenting'.<\/p>\n<\/div><\/div>

    <\/span><\/div><\/div>

    If you want to know more about the connection between the findings of polyvagal theory and autism, and know a little English, then I can highly recommend the book by Holly Bridges<\/p>\n<\/div><\/div>

    <\/span><\/div><\/div><\/div><\/div>\n<\/span>","protected":false},"excerpt":{"rendered":"","protected":false},"author":3,"featured_media":9601,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4,1,69,70,68,67],"tags":[53,52,51,50],"class_list":["post-9597","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-autistisch-ahnlich-autismus-ass","category-autistischen-kindern-bruecken-bauen","category-co-regulation","category-entwicklung","category-lernen-lernschwierigkeiten","category-verhalten","tag-autismus","tag-autistisch","tag-herausfordernde-verhaltensweisen","tag-polyvagaltheorie"],"yoast_head":"\nHerausforderndes Verhalten verstehen (gr\u00fcn-rot-blau) - Autistische Kinder<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/janert.info\/en\/understanding-challenging-behavior\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Herausforderndes Verhalten verstehen (gr\u00fcn-rot-blau) - 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