Understanding Panic Disorder

Many people have a panic attack at some point in their lives. Panic disorder is different: the person has repeated panic attacks that often come without warning, and then spends a long time worrying about having another attack or changes their behaviour to avoid one. Key points: panic disorder is a recognised anxiety condition diagnosed by a health professional; it often develops with agoraphobia, a fear of situations where escape feels hard; it is highly treatable, most often with cognitive behavioural therapy and sometimes medication; and many people recover well.

Panic disorder can quietly shape a person's whole routine. People may avoid exercise because it raises their heart rate, stop using public transport, need a trusted person with them, or struggle to attend work, study or medical appointments. This lesson explores these effects with examples from disability support. Key points: avoidance and safety behaviours bring short term relief but keep fear going; the person may feel embarrassed or ashamed; they may repeatedly seek medical checks; and your role is to support their plan, not to push them into situations or make them avoid more.

People living with panic disorder are often working hard in therapy to face situations they fear. This lesson covers how you can support that work within the person's plan: helping them take agreed small steps, staying calm and encouraging during panic, praising effort, avoiding pressure or rescue, and supporting healthy routines. It also covers language: say a person living with panic disorder, and avoid phrases such as calm down, just relax or it is all in your head. Key points: follow the plan, move at the person's pace, and let them lead.

This lesson covers when to escalate concerns about a person living with panic disorder. Call 000 if symptoms could be a medical emergency, such as chest pain in someone with heart risks, fainting or severe breathing trouble, or if you are ever unsure. Tell your team leader about increasing attacks, growing avoidance, low mood or hopelessness, talk of suicide, or alcohol and drug use to cope. Key points: support workers do not diagnose, decide symptoms are only anxiety, give medication outside the plan or provide therapy; record facts; and Lifeline is on 13 11 14.

This case study follows Omar, a man living with panic disorder and agoraphobia who is working towards returning to his part time job. His psychologist has helped him plan gradual steps, including catching the train with support. On a step day, Omar asks his support worker to just drive him instead. The lesson explores the balance between pressure and rescue, how to support the plan without taking over, and how to respect the person's decision on the day. Key points: follow the plan and pace, avoid pressure and rescue, and praise effort.

This case study follows Edith, an older woman living in residential aged care with panic disorder. She presses her call bell several times a night, fearing she is having a heart attack, and some staff have started to see her as a nuisance. The lesson shows why every call must still be checked properly, how a consistent, calm response agreed in her care plan can help, and how respectful language and good records support her care. Key points: never assume, respond consistently, avoid labels and report patterns so her care plan can be reviewed.

This case study follows Jarrah, a young man living with panic disorder whose goal is to watch his cousin play in the local football grand final. The lesson explores why workers should not push a person into feared situations on their own initiative, how to respect the person's chosen supports and safety plan, and how to respond when he mentions low mood and poor sleep. It also covers recording and escalation. Key points: follow the treatment plan rather than improvising exposure, respect the person's pace, and report changes in mood promptly.