participants’ accounts that assume this agreement given the extensive literature on the bias’ (Sigelman, Budd, Spanhel & ‘acquiescence Schoenrock, 1981a, 1981b) and smile’ (Sinason, 1992), which ‘handicapped suggests that staff tend to assume the person with a learning disability is enjoying or agreeing to certain interactions when this may not be the case (Hollins & Sinason, 2000). In other cases, instead of focusing on boundaries in their client relationships participants often spoke about care’ and likened this to interactions ‘good with family and friends. These ideas are in line with the concept of Kindness’ (Ballat and Campling, 2011). Campling suggests that ‘Intelligent the word kindness has historical roots in the word which means ‘cynd’, family or kin. Kindness therefore implies recognition of being of the ‘the same nature as others, being of a kind, in kinship’ (Campling, 2015, p. 3). Kindness’ relates to the care of those with a physical illness ‘Intelligent however, its ideas could be applied to the care of people with learning disabilities. Kindness’ proposes that kindness lies at the centre ‘Intelligent of effective front line healthcare and that staff are motivated to treat others as members of the family, creating a virtuous cycle which supports a better therapeutic alliance, better outcomes and a subsequent reduction in staff anxiety and increase in satisfaction (Ballat and Campling, 2011). Whilst the suggestion that nurses treating patients as family member in many ways may sound idyllic, it is important to note that this raises issues for client care. Given the differences in family values and relationships, it
participants’ accounts that assume this agreement given the extensive literature on the ‘acquiescence bias’ (Sigelman, Budd, Spanhel & Schoenrock, 1981a, 1981b) and ‘handicapped smile’ (Sinason, 1992), which suggests that staff tend to assume the person with a learning disability is enjoying or agreeing to certain interactions when this may not be the case (Hollins & Sinason, 2000). In other cases, instead of focusing on boundaries in their client relationships participants often spoke about ‘good care’ and likened this to interactions with family and friends. These ideas are in line with the concept of ‘Intelligent Kindness’ (Ballat and Campling, 2011). Campling suggests that the word kindness has historical roots in the word ‘cynd’, which means family or kin. Kindness therefore implies ‘the recognition of being of the same nature as others, being of a kind, in kinship’ (Campling, 2015, p. 3). ‘Intelligent Kindness’ relates to the care of those with a physical illness however, its ideas could be applied to the care of people with learning disabilities. ‘Intelligent Kindness’ proposes that kindness lies at the centre of effective front line healthcare and that staff are motivated to treat others as members of the family, creating a virtuous cycle which supports a better therapeutic alliance, better outcomes and a subsequent reduction in staff anxiety and increase in satisfaction (Ballat and Campling, 2011). Whilst the suggestion that nurses treating patients as family member in many ways may sound idyllic, it is important to note that this raises issues for client care. Given the differences in family values and relationships, it
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