Bandelow & Michaelis, 2015) .: Too Much' Anxiety
Bandelow & Michaelis, 2015) .: Too Much' Anxiety
Bandelow & Michaelis, 2015) .: Too Much' Anxiety
If there’s an emotion that people most commonly have too much of, it’s anxiety. There are
various ways that too much anxiety can wreck people’s lives. For example, anxiety sits at the
heart of numerous mental health problems, including panic attacks, social anxiety, obsessive-
compulsive disorder (OCD), phobias (e.g. of dogs, spiders, heights, and so forth) and post-
traumatic stress disorder (PTSD). In fact, it’s estimated that during any single year, between
10 and 21 per cent of people will meet the criteria for an anxiety-related diagnosis (Bandelow
& Michaelis, 2015). But anxiety doesn’t have to be in the form of a diagnosed mental health
difficulty to cause problems. Anxiety can prevent us from asking someone that we like out on
a date, or picking up the phone and arranging to go for a meal with a friend, or applying for
that new job that we are interested in. Anxiety can get in the way of doing things we might
enjoy or benefit from (e.g. socialising, engaging in an activity, travelling, and learning), or
from taking full advantage of what we’re good at and might bring meaning in life (e.g. going
Of course, as we outlined in Chapter 2 of the book, all our emotions evolved to serve
important functions, and we need to hold in mind why we experience anxiety and fear. From
an evolutionary point of view, fear and anxiety emerged in the context of an actual or perceived
threat. Initially, like other animals, it is likely that these threats were linked to predation (the
danger of being eaten), or about others taking things of value to us (e.g. territory, food, sexual
opportunities). However, with the emergence of our new brain competencies for planning,
rumination, worry and imagination (Chapter 3), it’s likely we started to experience anxiety
about an increasing number of things. In a sense, the same abilities that led to cures for
illnesses, tests to explore our genome, and machines to scan inside our heads, could also focus
on the fragility of our health and life. Our awareness and imagination gave rise to the reality of
getting ill and dying, and of this happening to our children and loved ones. They also led to the
ability to monitoring changes in our body, and form narrative about this. For example, pain in
our chest can become a heart attack (rather than indigestion), or the appearance of a brown or
reddish blemish on our skin after lots of sun exposure can become skin cancer (rather than a
benign rash). It is here that these same new brain abilities for self-monitoring, imagination and
so on can take these bodily experiences, and magnify them in such a way that we can become
Shanice came to therapy one morning describing herself as ‘a mess’. Although she lived
a short bus ride away from my office, it had taken her three hours that morning preparing for
the journey. She described imagining that she would have a panic attack once she was outside
her flat, and that felt so scary that it prevented her from leaving. She went on to tell me how
her life was currently wracked by anxiety and panic; how she spent hours in the day worrying
about the next time she had to leave her home; how it sometimes took over an hour to open the
door just to head to the supermarket, and the struggle to sleep at night. She worked as a team
leader for a successful local business, and previously enjoyed an active social and creative life
outside of work until six months ago. On the way to work one day she was involved in a serious
car accident and was trapped inside her car for two hours fearing she might die, before being
cut free. Since then, Shanice described initially avoiding being in cars, then buses and finally,
the tube. She tried to walk to places at first but, over time, she found it increasingly difficult to
go out of the house altogether. She had been signed off from work for the past three months,
had stopped seeing her friends and stopped engaging in any activities that involved getting out
of the house since the crash. Understandably, Shanice was feeling very distressed, low in mood
and worried that she would never ‘get better’ again. We’ll use Shanice and her situation as a
way of exploring ways that we can turn towards anxiety and fears, and develop the courage
As with any emotion, this is a difficult question to answer in isolation, as it depends on many
factors. High levels of anxiety at one time (e.g. admission to hospital for a week of tests after
recent chest pain) may be quite different from anxious worry about whether chest pain may
turn up again, two years after being discharged from hospital following tests after chest pain,
but with no current symptoms. However, some of the following can be useful questions and
• I seem to get anxious in many different situations, and more than other people seem to
be
• I am frequently anxious
• When I become anxious, it tends to be at an intense level that prevents me from living
• When I get anxious, I don’t feel that I’m in control of my feelings or actions
• What I get anxious, this tends to have negative consequences on my life, or on other
people
• When I get anxious, it tends to take a long time to settle down again
• After settling from anxiety, I often feel that my feelings or reactions may have been
were a number of items that were descriptive of how things are for you, it might be worthwhile
When we looked at these questions with Shanice, she recognised that anxiety was
featuring too frequently and powerfully, and she didn’t feel she had much control over anxiety
across many of these domains. It was also having a distressing impact on her career and social
life.
There are a number of steps that we can take to start working with anxiety. First up, it’s useful
to check back on the emotion regulation model (ERM) that we’ve been working on throughout
the book (see Section IV, Chapters 12 to 16). When looking through this, see if you can locate
at which of the five steps of the emotion regulation model you struggle when it comes to
anxiety.
EMOTION REGULATION MODEL (ERM)
– ‘TOO MUCH’ ANXIETY
Less Helpful More Helpful
Little or no awareness or Awareness of situation and
Awareness of
ability to modify situation that triggers of anxiety, and some
Triggers
triggers anxiety ability to modify these
When Shanice did this, she recognised that she struggled most with stages 4 (understanding
emotions) and 5 (coping with and using emotions). She described frequently invalidating her
anxious feelings, and struggled to understand why she was feeling as she did (for example,
appreciating the impact the car accident had had on her life). She also described how
challenging it was to cope with anxiety, and realised that she was often engaged in a struggle
or fight with it – trying to suppress and block it, or alternatively, engaged in a lot of worries in
Depending on which of the five steps of the emotion regulation model you struggle
with most when it comes to anxiety, it can be useful to spend some time on the chapter (or
chapters) in Section IV (Chapters 12 to 16) that correspond to building skills at that stage of
the model. So, as you work through the chapter(s), use the examples and practices in them, but
engage into work with high levels of anxiety. Some of this overlaps somewhat with stages of
the emotion regulation model, but these are more focused on helping you to work with
problematic anxiety.
It’s fair to say that anxiety can be a highly unpleasant, painful and, at times, overwhelming
emotion to experience. Given this, it can be useful to start with tapping into your motivation
for why it’s important for you to turn towards anxiety, and try and manage it in a different way.
Remember, this is not about getting rid of anxiety, but rather, the compassionate motivation to
approach and tolerate it, and find ways to bring wise change to it (or your responses to it) over
time.
Let’s start here by building your intention to treat your anxiety compassionately and non-
critically. Take a few moments to sit in an upright, confident position in the chair, allowing
your shoulders to open up a little, and bringing a friendly expression to your face. When you
feel ready, engage with your soothing rhythm breathing, helping your body to slow down a
little. When you feel ready, bring to mind the qualities of your compassionate self – wisdom,
strength and caring commitment. Spend a short time feeling your way into this version of
you. From this part of you, take some time to think through each of the following questions,
• If you weren’t struggling with such high levels of fear and anxiety, what would you
be able to do instead?
• Given the wisdom of your compassionate self, why is it important to bring change to
anxiety? How would life be richer for doing so? How would you benefit from facing
• What problems do you envisage in facing the things that make you feel anxious?
• What might get in the way of being able to tolerate high levels of anxiety? What can
• If you had your compassionate self by your side, how might that help you to tolerate
anxiety?
If it’s helpful, make a few notes on the responses to these questions. Try to hold on to your
intention here – the ‘why’ beneath your attempts to work with your anxiety – as this is likely
to be useful in both guiding the following steps below, and helping you if you experience
One way to explore the role anxiety is playing in your life is to look to see if it’s serving certain
• What would your concern or fear be if you were to lose or let go of anxiety?
• If anxiety was to settle, or you didn’t experience it so intensely, what concerns arise for
you?
• Can you imagine any negative consequences if anxiety was less intense for you?
• Do you have any concerns about how other people (or things in the world) could hurt
• Do you have any concerns about other emotions showing up in its place, if anxiety was
unaware of danger – that she would miss the car speeding towards her, or not notice the ‘dodgy’
person on the street who might mug her. It was with this realisation that she began to recognise
that anxiety was serving to try and protect her, and in that sense, it was unsurprising that she
was ambivalent about trying to change it. For other people, there can be a concern that if they
don’t hold on to anxiety, they’ll make mistakes or say something ‘stupid’ that would then bring
criticism or rejection from other people, or that if they were less anxious, another emotion (for
Take some time to think about this. Sometimes it’s helpful to imagine yourself on a
usual day, but without anxiety being present, and then imagine what your threat system might
begin to focus upon. Not everyone will find something ‘underneath' anxiety, and if this is the
case, feel free to move on to Step 3. But for those of you reading who did recognise fear of
letting go of anxiety, it can be useful to use your compassionate mind to help with this:
Sit in an upright position, and engage in your soothing rhythm breathing and friendly facial
expression. Allow your breathing to slow down, and gently rest your attention on its flow.
When you feel ready, bridge into your compassionate self and its qualities of wisdom,
strength and commitment. Allow yourself to embody these qualities – notice your facial
expressions, body posture and compassionate intent. When you feel connected with your
• Given your concern or fear about what might emerge if you were no longer anxious,
how can you understand what anxiety gives you? What are the positive or protective
aspects of anxiety?
• When did anxiety learn to protect you in this way?
• Given the protective role that it may play for you, can you validate or have empathy
for why trying to turn towards and bring change to anxiety might be understandably
difficult?
• How could you bring wisdom, strength and caring commitment to what might
emerge if anxiety were to reduce? What would the thing that sits behind anxiety need
If it’s helpful, make a few notes about your responses to these questions. Following this, it may
be useful to return to the following sections of the main book to explore these ideas further:
• Chapter 19 – compassionate letter writing (so writing a letter about the fear of what
The next step on our journey involves learning about the things that cause us to be anxious.
Like a doctor running tests to help with a diagnosis, it’s likely that if we can identify things
that trigger us into anxiety, we might then be able to do something about this. But it’s not just
the triggers to anxiety that are important here – it’s also useful to learn about the strategies we
engage in to avoid feeling anxious, as these also play an important role in maintaining these
feelings.
In terms of triggers to anxiety, grab a piece of paper or take out your smartphone, and
make a few notes of the types of situations that commonly trigger anxiety for you. This could
1. Cars
2. Public transport
3. Roads
Anxiety, like any of our emotions, can also be made worse by the way we think about
it. For example, anticipating and worrying that we might have a panic attack brings greater
attention to monitoring our body, noticing any small changes in breathing or physical state that
might be a sign that we are going to panic. This in turn, then makes it more likely that we do
have a panic attack. So how our ‘new brain’ gets in on the act can have an important role in
triggering difficult emotions like anxiety, and it’s quite easy for us to get caught up in loops
(see Chapter 3, and Chapter 20 on working with thinking for difficult emotions).
Once you’ve noted down a few triggers to your anxiety, it’s useful to then identify how
you manage these situations, and your feelings of anxiety. One of the tricky aspects of anxiety
is how we can get harassed by our own anxiety – a type of ‘anxious about our anxiety’
experience. Under these circumstances, it’s common for people to avoid things they feel
anxious about. Now on one level, it’s vital for anxiety to guide us to avoid certain dangers, and
in fact, this is crucial for our survival. The problem often arises when we start avoiding things
that we need to do, such as using public transport (e.g. bus, train, tube) to get to work, public
speaking (e.g. in your role at work) or socialising with friends. While it’s understandable to
want to stay away from things that cause anxious feelings, doing so can stop us from engaging
in life, and disconnect us from activities that are pleasurable and meaningful.
Avoidance comes in many shapes and forms. We can physically avoid something that
is anxiety provoking – such as not going to parties, not doing public speaking, or keeping
distance from dogs. We can also mentally avoid something we’re scared of, such as trying not
to think about something we’re fearful of, blocking out certain thoughts, images or memories,
or distracting ourselves (e.g. through work, the internet). We can also try to avoid anxiety by
‘numbing’ it – for example, by using alcohol or drugs, or trying to feel ‘happy’ instead. There’s
a famous psychology experiment in which you’re instructed not to think about a pink elephant.
So, you have to try really hard not to think about this elephant, and how pink it is. What we
find is that when people try not to think about something, a phenomenon called the bounce
back effect occurs – the more you try not to think about something, the more likely you end up
actually thinking about it. So, although it’s a challenging message, avoiding things that make
us anxious often makes anxiety worse, and part of the compassionate approach here is to help
you learn how to tolerate anxiety so that you no longer need to engage in ways of avoiding it.
Let’s take some time to think about how you might use avoidance to shield yourself
from anxiety.
To start with, spend some time thinking about the things or situations that trigger high levels
Shanice’s answer: ‘I avoid situations where I have to use transport, or be close to cars
or roads.’
Are these things external to you (e.g. people or certain situations, such as public speaking or
Shanice’s answer: ‘They’re mostly outside of me linked to roads and transport, but I
guess I do avoid thinking about these things and try and not let myself feel anxious.’
How do you try and protect yourself from the things you fear? What are your safety or
avoidance strategies?
Shanice’s answer: ‘I stay at home as often as I can. If I have to go out for something, I
What are you afraid might happen if you don’t engage in your safety behaviours/avoidance?
Shanice’s answer: ‘I think I’ll have a panic attack and collapse on the floor. I’m scared
Once we’ve identified how we avoid things that cause us anxiety, we can work on taking steps
towards change. Let’s think about how we're going to do this. To start with, remind yourself
about what you wrote earlier in the chapter about the things you avoid in life and would like to
bring change to. Now we're going to find ways to help ourselves relearn and adjust our fears
by breaking this down into smaller steps or stages. For example, given Shanice's fears and
pattern of avoidance, she created a list of gradual steps, from the easiest task (opening her front
4. Travelling on a bus
5. Getting in a car
6. Driving in a car
She took her time to engage in and practise each step, allowing feelings of anxiety to be present
rather than blocking them out or avoiding the situation altogether. Over many weeks, she
gradually worked her way up to being able to use transport again. With each step, she used her
compassionate mind training skills to deal with anxiety as it emerged, allowing her to tolerate
the feeling. This, over time, helped her to see that after a while, her anxiety decreased and she
Similar to Shanice, spend some time identifying some of the steps you might need to
engage in to face something that causes you a lot of anxiety. If you can start with those things
Activity
Now that we have an outline of some of the specific anxiety-inducing situations you are
struggling with, it can be helpful to look at how we can engage in this using our compassionate
mind.
Step 5: Imaginal exposure
Our next step involves helping you to move towards and learn how to tolerate anxiety. A
common thread to most, if not all, psychological treatments to help with anxiety is exposure.
Exposure is a type of therapeutic intervention that involves helping people to get into contact
with avoided situations or experiences that cause them fear and anxiety, and doing this in a
way that allows the person relearn that what they fear is not as scary or overwhelming as they
currently feel it is. Essentially, what is learnt (e.g. in Shanice’s case, anxiety about cars) can be
unlearnt.
Before you start to face your fears in ‘real’ life, it can be helpful to work gradually
through your list of fears developed in the previous steps by using your imagination. This is
powerful effect on our physiology. So, using images of the things that we find anxiety-
provoking can be a useful way to turn towards and tolerate anxiety, before facing them in ‘real’
life. Let’s see how we can practise this, starting off with the least anxiety-provoking situation
on your list.
Sit in an upright position, and engage in your soothing rhythm breathing and friendly facial
expression. Allow your breathing to slow a little, and gently rest your attention in the flow
of breathing in, and breathing out. When you feel ready, bridge into your compassionate self
and its qualities of wisdom, strength and caring-commitment. Allow yourself to embody
these qualities – notice your facial expressions, body posture and compassionate intent.
situation on your list. Imagine yourself in the situation, engaging in the behaviour that you
find challenging and anxiety-inducing, from the part of you that is strong, wise and has a
caring commitment to engage in things that are beneficial for you. Notice if your threat
system kicks in as you’re engaging in this imagery. If this happens, remember that your
compassionate self is strong, confident and wise, and can tolerate this feeling. Tap back into
the bodily sense of your compassionate self – your body posture, facial expression and voice
tone. Use your soothing breathing and body posture to ground yourself, or bring to mind a
helpful person who would be supportive and encouraging to you in this situation, before
returning to the scenario in your mind’s eye. Take your time being with this image, allowing
yourself to become acclimatised to it, and to your anxiety. Once you have finished taking
this imaginary journey as your compassionate self, return to your soothing breathing. If you
want, you can spend some time in the soothing rhythm of your breath, before you let the
image fade.
How did you get on with this exercise? How strong was your threat response throughout, and
did it change as time progressed? How did your compassionate self help you work through
When people practise this type of imaginal exposure, they often find that over time,
their anxiety begins to reduce. Given this, it’s important to spend time repeating the imaginal
exposure exercise for the same anxiety-provoking situation a number of times, until you find
that the level of anxiety you experience starts to drop. We want you to get used to being in the
presence of your threat system in a different way, learning that you can tolerate it, and not have
A common response – or concern – at this stage is ‘this isn’t real’. While this is of
course true, as we mentioned earlier in the book (Chapter 9), imagined scenarios can generate
similar emotional experiences as ‘real’ ones (if you remember, we used the example of sex –
whether you’re actually with someone you find sexually attractive, or just imagine someone
you find attractive, your body gets aroused in the same way). In this sense, imagery is a useful
While imagery is a powerful and helpful way of approaching things that are anxiety-provoking,
it isn’t a substitute for engaging in these things in real life. Exposing ourselves systematically
to things that we are frightened of is a common approach in behavioural therapies, and has
been found to be a very effective way of reducing anxiety (Ougrin, 2011). To start here, take
another look at the list that you developed in Step 4, and check if you need to break some of
the difficulties down further into smaller steps. With this in mind, take some time to consider
what you can do to approach the first step on your hierarchy. Each of us will have differences
here. If you fear heights, your first exposure exercise may be to go to the first floor of a building
and look out of the window, before moving to the second floor. If you have a phobia of public
speaking, the first step might be to speak in front of a friend or family member, before moving
There are some useful points to hold in mind when exposing yourself to things that
cause you anxiety. First up, it’s important to do the exposure without distracting yourself (e.g.
by watching something on your mobile phone or closing your eyes) from whatever is causing
the anxiety, as this is another type of avoidance and tells your brain that there is still something
to be feared . Second, it’s crucial to try and ‘stay with’ the feeling of anxiety long enough for
it to begin to reduce. Just getting into contact with it briefly, and then pulling back, is only
likely to add to the difficulties around the feared situation. Finally, it’s important to repeat the
process on numerous occasions, so that your body and mind can fully cement the process of
desensitising to the feared object or situation. The key thing here is to do things that are
‘challenging, but not overwhelming’ (Dryden, 1985), so pushing to the edge of your ability
and tolerance, but not over that line where you get overwhelmed and shut down by your threat
system.
Once you’ve got a clear idea about the first step of your exposure hierarchy, it’s now
time to put this into action. To help you with this, we’ll turn again to your compassionate self
Looking back to your list in Step 4 above, take the least threatening/anxiety provoking situation
on your list, and then plan for a time that you can engage in/face this difficulty.
Before facing this step, see if you can take a moment to step into your compassionate
self, the part of you that is wise, strong and committed. Consider what you might need or what
would help you to engage in what you’re frightened of. For example, sometimes it’s useful to
talk to a friend or ask them to come along with you on your first try out. When Shanice got to
the step of trying to get on a bus, she asked her friend Christina to come with her. They
discussed this beforehand and decided it would be most helpful for Christina to get on the bus
after Shanice, and sit in a different seat. This ‘hanging in the background’ proved to be very
helpful, and after the first time, Shanice went on to practise getting on buses on her own.
So, once you’ve thought about the step you’re going to take, it’s back to getting in touch
with that strong, supportive part of yourself – your compassionate self – and using this to help
you engage with the exposure task! Again, remember your wisdom here, taking this step by
step, ‘challenging but not overwhelming’, giving yourself the time to develop courage by doing
this in a step-by-step way. Remember, the aim here is not to expect to be anxiety free while
engaging in this difficulty – it’s likely that you will feel anxious while doing it. Rather, it’s
about learning that you can feel the anxiety without shutting down, avoiding, or trying to block
it out.
It’s usually helpful to practise this first step (and subsequently, each of the other steps)
a number of times. For example, Shanice practised her first step (opening the front door and
standing looking out to the street) twice a day for a week. She noticed that as the week went
on, her anxiety dropped (she initially rated it 90 out of 100 in intensity), so that by the last
couple of days, she only felt mildly tense (and gave a rating of 20/100). Sometimes using a
rating scale to describe the intensity of anxiety can be helpful, and can help to track progress
With each step that you take remember first to spend time bringing your compassionate
mind ‘online’ to encourage you to face and continue to work on each step. Take time to work
through your listed steps gradually, persevering with the support of your compassionate self.
Try to give yourself credit for what you are able to do, even if you feel this didn’t go perfectly.
If you do notice setbacks and difficulties, it’s useful to move to the next step.
When working on exposure like this, it’s common that we’ll experience setbacks. When
Shanice first attempted to get on a bus, she froze up and quickly had to get off it before the
doors even closed. She noticed that her self-critical voice started to kick in – ‘you’re so weak!
How are you even going to get in a car again if you can’t step on a bus?!’ Like Shanice, if we
make attempts to engage in a behaviour or action that brings a lot of anxiety, but then feel
overwhelmed and unable to do this (or feel like we have failed in some way), it can be easy for
our threat minds to take this experience and double down on it. For example, we can paint
pictures in our mind of the hopelessness of the situation, how things won’t change, and that
we’ll always be ‘stuck’ feeling overwhelmed and scared. It’s understandable that facing
something for the first time might be hard, and that the inner critic will show up in these
situations. However, it’s at these times, when you are struggling not only with the behaviour
itself but with your critical mind too, that we really need compassion, and where your
compassionate mind can really come into its own. Here it can be useful to turn back to the
skills you developed in Sections III and IV of the book, stepping out of a threat-based,
invalidating mind state, and into a supportive, encouraging one in which we recognise that
setbacks are part of life, and are likely to be an inevitable part of doing exposure work. Here’s
Spend a few moments engaging in your upright, confident body posture, soothing breathing
and friendly facial expression. After a couple of minutes, begin to connect with the wisdom,
strength and caring commitment of your compassionate self (or your compassionate other, if
you prefer). Take enough time to feel your way into this. From this perspective, turn towards
• Try to be aware and notice the feeling you’re having that is linked to the setback/sense
that the exposure task didn’t progress in the way you wanted (e.g. disappointment,
shame, anger)
• Try and validate and bring empathy to this – how it’s understandable to feel distressed
following a setback, and that difficult emotions are common when we’ve been blocked
• Consider what would help you going forward. What can you learn from this? What
things in the first place? Can you hold in mind that in doing many things (e.g. learning
a new language, musical instrument or technical skill) there will inevitably be setbacks,
but that this doesn't mean failure, but rather just a natural part of the process?
It can also be useful here to look into the nature of setbacks themselves. As Winston
Churchill suggested, ‘Success consists of going from failure to failure without loss of
enthusiasm’ and ‘Success is not final, failure is not fatal: it is the courage to continue that
counts.’ Although not easy – particularly as it often triggers our threat system and shuts down
our drive system – when we use our compassionate mind to look at them we may find that
there is something precious about setbacks. When we can tolerate setbacks with strength and
courage, and take a caring approach towards ourselves, wisdom can often emerge – an
understanding about why we weren’t successful in our endeavour, which can help to unearth
Assertiveness training
One of the other common difficulties with high levels of anxiety can be our struggle to engage
in assertive communication and action. One way of looking at this is that if we struggle to be
assertive, it’s like we’re trying to move around with our eyes closed. So rather than drawing
upon all our senses, we are restricted in how we navigate the world. Similarly, if we struggle
with high levels of anxiety and are non-assertive, it’s likely that many things in life will become
more difficult. So, learning how to be assertive, how to get needs met and interact with the
world from a strong, grounded and confident position, can help reduce anxiety. We explored
developing skills in this area in Chapter 16c. So, if you feel developing your assertiveness
• Anxiety and fear are central to our survival – they helped our ancestors to be vigilant
to danger and respond quickly by avoiding or fleeing from things that could be harmful
• Anxiety can become ‘tagged’ to various experiences in life, and become detached from
what is appropriate – it can leave us feeling that there is a ‘lion in the room’ with
• Compassion for high levels of anxiety involves learning how to understand why anxiety
is tricky, and bringing strength and commitment to helping our brains ‘relearn’ what
• Compassion for managing ‘too much’ anxiety involves turning towards things that
make us anxious, and learning to tolerate these feelings so that we can live life as we
want to