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Persons close to the anxious individual can have considerable effect on how he or she responds in any given setting (Schachter, 1964).
Many of a person's beliefs and values are handed down by significant adults in his or her life as they are growing up. In essence, the child accepts without question the opinions and beliefs of those who seem to have absolute power. After reaching adulthood, anxious individuals often reference childhood experiences and check how they are doing in a particular situation through comparisons with a personally created composite larger-than-life figure. This metaphorical internal judge is created from an endless array of beliefs, myths, opinions, "shoulds", "oughts", "cannots", "must nots", views of personal potentials, and shortcomings accumulated over the years from parents and other significant relationships.
Questions about panic resemble existential challenges. Is this suffering intended? Does panic exist to inform consciousness of some failure to act or is panic the effect of defective bodily governance, requiring, like an old-fashioned clock, some readjustment of wheels and weights? Can panic be transcended by action, choice, reflection? Is it me? Not me? Can it be analyzed separately from the self that experiences it, reflects on it, creates it?
In relationships anxious individuals may experience considerable difficulty with others. They are often highly reactive and inappropriately scapegoat themselves or others. Further relational difficulties can arise from excessive approval-seeking behaviors and, at the same time, being hypercritical of others. Often anxious persons have diffuse or rigid personal boundaries, a narrow range of skills in communicating, are incongruent in the way they relate to others, and often alternate between seeking and avoiding power.
Amongst the more common childhood behaviour problems, where environmental and circumstantial factors are conducive to positive change, and where the child's most significant relationships are secure and healthy, anxieties tend to be acute rather than chronic and lend themselves readily to amelioration with general beneficial results. But when anxiety is the habitual response to certain situations or events, as in the more complex behavior 'disorders', the child's response pattern can be explosive
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