Presentation on Panic Disorder

This presentation investigates the hidden dynamics of panic disorder, identifing and reprocessing the relevant emotional patterns and belief systems.

1. PANIC DISORDER
DEBBIE HOWES
Clinical Psychologist

2. INTRODUCTION
We have 3 aspects or principles that we operate from at different
times/events and circumstances: the mother / father and child aspects .
The mother and father aspects are held by our conscious ability to
integrate and intellectually understand information that is freely available.
These aspects embody our ability to rationally make decisions and act
upon them in a responsible, whole and adult manner, where positive
and constructive results arise.
The child aspect ( unconscious mind) does not have access to
intellectual , conscious information and is expressive , creative , irrational
and spontaneous ( Medical Hypnoanalysis)
With panic disorder, the individual is operating primarily from the child
aspect , with little or no access to being able to embody or respond
appropriately, from the adult male or female perspectives.

3. Panic disorder
An investigation into the hidden dynamics of panic
disorder follows by means of a projective drawing
and story technique which serves to both identify and
reprocess the relevant emotional patterns and belief
systems.
An individual either reacts to a threat as the child, or
responds appropriately as the adult. Our early
predominant role models determines to a large extent
our ability to embody and adopt these perspectives in
our daily functioning. Unfortunately our role models
are not sufficiently whole and complete to provide a
child with the appropriate information as to how to
manage the illusions and challenges encountered in
life per se.

4. Unconscious dynamics
Logic of the unconscious mind : A child
A projective story telling process is utilized in
order to identify and reprocess these
dynamics. The individual tells the story from
the perspective of the child aspect .
 We need to be able to access all the
characters as experiential possibilities .
 Information from the conscious mind does
not always bridge to the unconscious mind.
Panic may arise from a real or perceived
threat .

5. THERAPEUTIC MODEL: Little
Red Riding Hood
Reconditioning Technique
Reinstates the balance of the mother /
father /child within.
6 phase process to desensitize and
reprocess the underlying belief systems
and emotional patterns
Mind /body split

6. Little Red Riding Hood
Reconditioning Technique

7. Case Example:T
Initial story:
LRRH is in the kitchen, then in the woods, there is
a clear landscape , I then go back to the kitchen
and back to the woods. She never gets to the
house. She is very lonely. There is no connection in
the kitchen, I can not see who is packing the
basket. In the woods it is open air , I can hear the
birds chirping.

8. Indications from the story
Circular looping occurs in the story where the individual
jumps from being in the kitchen to being in the woods
and back again.
Paralysis and no forward movement occurs in the
story and similarly in her life .
Dissociation :’ I’ and ‘she ‘
No encounter occurs with the wolf . There are no
problems in my life (denial, panic)
The mother, granny and woodcutter principles are
missing . No problems , therefore no need for
solutions.
Not managing challenges and problems, panic results

9. Second story telling process
I am the woodcutter and cannot get to the
wolf , it feels like I do not have feet . I
cannot move forward to get to the wolf .
LRRH is trying to think of a way out .

10. Example no 2
•I go to visit granny , and I get there and as I
walk into the house , she is waiting for me
and so happy to see me . We have tea and I
tell her about all the things in my life. ..
Suddenly she eats me ? It all goes black.

11. Indications
•Unconscious confusion ; the child assumes that the
whole world is good . The child does not know
what a wolf is . Panic results due to the inability of
the unconscious or child aspect to fully grasp the
nature of duality .
• The granny principle is not encountered in the
stomach, (no emotional support) and the child
symbolically does not persist when encountering a
problem.

12. Panic: unconscious belief systems
Denial : Nothing is happening , this creates an inability
to manage difficulties and the illusions of life.
The wolf is granny: confusion between the difference
between truth and illusion ; unconditional love and
conditional love. An association is made as a child that
love and pain go together ( the conditional love of the
wolf aspect )
I am alone ( as the child aspect ) ‘missing ship’ analogy
of the granny and woodcutter aspects, based on real or
experienced early encounters with the predominant role
models.
 Panic arises when support structures are missing for
the inner child, or confused with the illusions of love and
support .

13. I AM granny ! I really love you . You can relax with me

14. PRINCIPLES AND THEMES OF THE STORY
•Truth(granny ) vs Illusion (wolf )
•Re-parenting (granny /woodcutter )
•Balance of the male/female principles (granny / Woodcutter )
•Growth and evolving of the inner child to the balance of the mother,
father , child (trinity).
•Magic vs banality
•Death/resurrection
•Victim/mastery

15. Destructive cycle:
confusion of duality
Wolf/granny confusion
What have I done that granny has eaten me? (guilt)
Pleasing behaviour/ changing the wolf / changing herself/negotiating
with the wolf/ getting sick/self defeating sabotage programs /panic
neverending search for unconditional love from the granny (wolf)
Anger implodes towards self (destructive)
Rejection of real granny (unconditional love )
Rejection of woodcutter (constructive support/change)
Stagnation/ depression/anxiety/panic etc
Becoming the adult as the child ( parent / child role reversal)
No play : workaholic

16. CONSTRUCTIVE CYCLE:
CLARITY OF DUALITY
•Clarity of the wolf vs granny
•Retaining innocence/sense of self, ability to intuit
•Association /uniting with real granny in stomach
•Angry with the wolf (constructive)
•Transmuting anger by mobilizing the
woodcutter(constructive )
•Freedom and relief/forward movement
•Play/ joy / freedom / life purpose
•Balance of the mother, father, child
•Inner commitment/self responsability

17. Therapeutic Aims
For ‘real’and perceived threat: identify the
relevant underlying set of belief systems
from the child perspective.
Desensitizing of triggers: reinstate forward
movement.
 Introjection of all the missing characters
(principles).
Reinstating the trust, communication and
balance of the mother / father /child
aspects.
 Providing tools and unconscious insights via
visualization exercises for maintenance and
self therapy

18. Conclusion
By reprocessing the unconscious emotional
patterns and belief systems, the inner child may
achieve solutions and support which reinstate
relief, peace and safety via the happy ending for
the inner child.
 Panic is lifted as renewed hope and belief in
constructive solutions emerge as the individual
is able to competently embody each character of
the story at the appropriate timing for his /
herself.
The individual has access to and is able to
integrate, adopt and embody the principles of
the balance of the mother/ father / child within

19. LRRH RECONDITIONING
TECHNIQUE: Training
Modules and Workshops
Module 1, 12CPD(Own therapy process)
Module 2, 16CPD (therapeutic training)
Module 3, 16CPD (advanced, case study supervision)
LRRH Constellations, 6CPD
www.debbiehowes.com

20. Available books

21. I am free, loved , and safe to play at last !