Applying Millers Four Pillars Model: Addressing Michael Needs in Care Case Study

Applying Miller’s Four Pillars Model: Addressing Michael’s Needs in Care

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Introduction: Applying Miller’s Four Pillars Model: Addressing Michael’s Needs in Care

This assessment aims to the application of Janet Miller’s 1986 Building Relation Four Pillers model concerning a defined case scenario. The four pillars include Empathy and warmth. Genuine, and Responsiveness. As per the case scenario, Michael is a 13-year-old boy who is recently admitted to the residential care centre. The purpose of this assessment is to relate the case scenario of Michael with Janet Miller’s Building Relationship Model (1986) and develop an intervention plan, which will best fit with the mentioned case scenario.

Discussion

According to the case scenario, Michael is a 13-year-old boy who has been admitted to the residential care centre, as he was alleged for mischievous behaviour towards his family social care worker. As per the statement of his care worker, on Monday Morning, Michael refused to go to school, as according to Michael, he used to be bullied by his teachers who made him sit outside the classroom for most of the days. Additionally, according to the recorded document at residential service care, Michael has anger management issues along with a lack of self-confidence level and stigma to going to school and being mixed up with his surroundings.

Empathy: considering the case scenario of Michael, I, as his care provider has felt the urgency to communicate with him. To develop an intervention plan for Michael, I need to talk with him so that I could get more information about his current situation, his state of mind, and his social perception towards his mother, social workers, the teachers, and his surroundings (Huang et al., 2020). So, at first, I asked Michael about the place where he preferred mostly to visit. As per his willingness, we went to McDonald's and ordered Mc Burger For Michael to develop an interactive relationship with him. During the conversation, I realised he used to be bullied at school by his teacher and need support. I showed him empathy by nodding my head and giving proper attention to his words.

Warmth: during the conversation, I came to understand that Michael is lacking of proficiency to communicate with his teachers or classmates. Additionally, he used to face very challenging scenarios at home and from his mothers, which forced Michael to become self-isolated. During communication, I came to know that Michael used to face verbal abuse from his teacher and the majority of the time, his teacher punished him by forcing him to stay outside of the class. During this conversation, I used a warm tone, and positive and likeminded gestures to Michael, so that he could not feel awkward.

Genuine: at this stage, I used to maintain positive gestures towards Michael, so that he could believe that I am convinced by his state of mind and words. This attitude can help Michael to get rid of his fear of school. Additionally, this genuine attitude can help me to develop a strong bonding with Michael, which in turn can help me to understand what intervention plan will be suitable for him to overcome his anger management issues, self-isolated behaviour, and anxiety towards surroundings (Rattenborg et al., 2019).

Responsiveness: responsiveness is an important pillar when it comes to building relationships between two individuals. Developing a positive relationship is important for me as a social care worker to communicate with and provide the best care service to Michael so that in the future, he could overcome the fear of going to school or blending with his surroundings easily. In this scenario, the STAR WORK Method of the interview has been followed by me (Ferguson et al., 2021). This technique is used to include four categories like Situation, Task, Action, and Result when it comes to interviewing someone to understand a person's likes and dislikes. With the Star Method of Interview, I have given a scenario or situation to Michael to understand his way of response, the action taken to overcome the situation, and his behavioural approach. As per the interview, I have arranged an anger management class for Michael, where he would be counselled by Child therapists (Helland et al., 2022). As his social worker, I have given him a piece of paper to write a letter to his teacher, and mother, and ask him to write down what is bothering him and rip it off. These plans or strategies can help Michael to overcome his anger management issues.

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Conclusion

To conclude this assessment, it can be stated that warmth, genuineness, responsiveness, and empathy are important pillars of building a relationship with any individual. When it comes to helping a 13 years old boy Michael, these four elements can help to understand his current state of mind and perspectives towards his surroundings. As well as these four pillars can also help me as a social worker to develop friendly communication with Micahel, where he can get the opportunity and confidence to express his feelings. Considering the communication and case scenario, the intervention plan is:

1. Admit Michael to an anger management class- where he can get a chance to explain his feelings towards his surroundings. Here he can get the scope to label the feelings for the words, "mad", "sad", "happy", and "scared".

2. Develop an anger thermometer- it can help Michael to recognise the sign that their anger is rising though rating their feeling on a scale of 0-5

3. Appoint Michael to group activities: it can help Michael to collaborate with people of his age and change the perception of self-isolation and lack of confidence to communicate with people.

References

Ferguson, H., Disney, T., Warwick, L., Leigh, J., Cooner, T.S. and Beddoe, L., (2021). Hostile relationships in social work practice: Anxiety, hate and conflict in long-term work with involuntary service users. Journal of Social Work Practice, 35(1), pp.19-37.

Helland, S.S., Baardstu, S., Kjøbli, J., Aalberg, M. and Neumer, S.P., (2022). Exploring the Mechanisms in Cognitive Behavioural Therapy for Anxious Children: Does Change in Emotion Regulation Explain Treatment Effect?. Prevention Science, pp.1-12.

Huang, Y., Li, X., Xu, S., Zheng, H., Zhang, L., Chen, J., Hong, H., Kusko, R. and Li, R., (2020). Quantitative structure–activity relationship models for predicting inflammatory potential of metal oxide nanoparticles. Environmental health perspectives, 128(6), p.067010.

Rattenborg, K., MacPhee, D., Walker, A.K. and Miller-Heyl, J., (2019). Pathways to parental engagement: Contributions of parents, teachers, and schools in cultural context. Early Education and Development, 30(3), pp.315-336.