Our therapeutic approach to care in TerraGlen’s respite and residential disability services is guided by Person Centred Therapy (Carl Rogers, 1951).

“Person Centred Therapy is a belief that clients cannot understand and resolve their own problems with direct support from experts. Humans have an inherent self-actualizing tendency, a movement towards developing capacities in ways which serve to maintain and enhance the individual”. (Rogers, C., 1951 pg15-16).

Rogers believes that there are three core conditions required to create a growth promoting climate in which individuals can move forward and become capable of becoming their true self:
1. Congruence
2. Unconditional Positive Regard
3. Accurate Empathic Understanding

Drawing on this theory, we have created the Rose Model of Care which will encompass Person Centred Theory.


Individuality: working in partnership with the service users and with their families to understand a person’s life history to create a holistic Person-Centred Plan that values an individual for their unique qualities, rather than their ability or capacity.

Empowering: Acting and advocating in the person’s best interests to encourage an individual’s autonomy, independence, and opportunity to make day-to-day decisions and enhance their quality of life.

Engagement: learning about an individual’s past to provide bespoke care and engagement that is unique to them and also enabling and supporting the service user to fulfil their dreams and wishes for the future.

Flourishing: maintaining an individual’s interests to give them an identity and the confidence to retain as much control over their lives as possible.

Compassion: impressing dignity, respect and a sense of self-worth on an individual to better support them maintain an enabling lifestyle.

Wellbeing: considering an individual’s biographical, biological, psychological and social background to better engage them in meaningful occupation.


The Rose Model of Care allows staff to encompass the Person Centred Approach in an Individualised manner for each service user. It seeks to support the development and skills in each service user, thus enhancing their quality of life. Staff support service users to become self-reliant, independent and happy, allowing them to reach their full potential.

Staff support the service users and providing them with the opportunity to have their choices and inputs to achieve their dreams and ambitions to live a meaningful life.


How do staff show they are working within the ethos of the Rose Model of Care?

  1. The service user is placed in the centre of all aspects of their care.
  2. All plans, goals, activities and routines are encompassed around their choices, wishes and dreams.
  3. Working in partnership with the service user, their family members and other relevant professionals to further enhance the service user’s quality of life.
  4. Staff using each individual service user’s preferred method of communication.
  5. Staff advocating on behalf of the service user.
  6. Staff are service user focused.
  7. The service is service user led.
  8. Staff commit to agreed activities with the service user, support and facilitate these activities.
  9. Engaging with the service user to develop their plans and goals.
  10. Actively listening to the service user, being present with them and validating their experience.
  11. Being aware of how body language, tone of voice and facial expressions can impact on communication.
  12. Working collaboratively with the service user to support problem solving in different situations, to help build these skills for the service user.
  13. Using a “power with”, rather than a “power over” approach.
  14. Checking and clarifying that the young person has understood any requests/communication.
  15. Supporting the service user to explore different ways of expressing and managing their emotions, especially the more negative emotions such as anger and anxiety.
  16. Supporting service user to develop adaptive skills to enable them to participate as a full member of society.

The Therapeutic Crisis Intervention Developmental Disabilities (TCIDD), training programme, developed by Cornell University, presents a crisis prevention and intervention model designed to teach staff how to help the service user learn constructive ways to handle crisis from a Positive Behaviour Support technique. The ability of the entire organisation to respond effectively to service users in crisis situations is critical in establishing not only a safe environment, but also one that promotes growth and development. The skills, knowledge, and professional judgment of staff in responding to crises are critical factors in helping service users learn constructive and adaptive ways to deal with frustration, failure, anger, rejection, hurt, and depression.

TerraGlen’s social care professionals are all trained in TCI by our accredited trainers, with TCI refresher training taking place every 6 months. (TCI Ireland, 2020)


The purpose of the TCI system is to provide a crisis prevention and intervention model for TerraGlen Residential Care Services that will assist in:
• preventing crises from occurring,
• de-escalating potential crises,
• effectively managing acute crises,
• reducing potential and actual injury to service users and staff,
• learning constructive ways to handle stressful situations,
• developing a learning circle within the organisation.
• Ensuring that we are communicating effectively with the service users to minimise the risk of behaviours of concern.
• Exploring the perceived function of the behaviour and implementing strategies to further reduce the behaviour.
(TCI Ireland, 2020).