The Gift of Self-Esteem

by Guest Writer Sue Atkins

Self-esteem is how you rate yourself deep down. It is a belief and a confidence in your own ability and value. It's a gentle knowing that:

• you like yourself.
• you think you're a good human being.
• you deserve love.
• you deserve happiness.
• you feel deep down in your inner knowing that you are an OK person.

But where does the ability to feel this come from? As the first role model for your child, parents play a major part in developing, nurturing and building their child’s confidence, self-esteem and, in the long term, their self-belief.

I see the job of a parent as being similar to that of a gardener – a parent sows seeds of confidence which they nurture, water and feed to grow their child’s self-esteem through the words they use, the actions they take and the love and encouragement they give. We are all born with our own personality traits, but it is not so much who we are when we are born that counts, but who we are encouraged and allowed to become.

On average we have 90,000 thoughts a day and 60,000 of those are repetitive? So it is important for children to be taught to think positively about themselves. So how can a parent begin this very important process? Here are my top tips to help do this:

Treat your child with respect - the relationship with your child is the foundation of their relationship with others. If you treat your child with compassion, kindness and respect, they will grow up to be concerned about others, caring, considerate and respectful. Respect creates a strong family unit that can handle whatever challenges are thrown at it, such as divorce, bereavement, redundancy or any of life's ups and downs. When a parent shows respect and unconditional love it creates trust.

Help your child feel special and appreciated - one of the main factors that contributes to your child becoming resilient and confident is by you focusing your energy on your child's strengths and not constantly picking up on their weaknesses. Young children are learning and developing their skills all the time - they need patience and understanding when they make mistakes and get things wrong and you are teaching them that it’s OK to make mistakes along the way to learning a new skill.

Many parents just say “that’s lovely” when looking at a drawing or a painting or piece of school work but building true self esteem comes from being very specific in your praise and saying something like “I really love the yellow you chose for the sand in your painting it really reminds me of the beach on holiday and look you even remembered to put in the red boat we saw.” Children then feel you are really interested in what they are doing and they feel really valued for their efforts.
Help your child to develop their problem-solving and decision-making skills - high self-esteem is associated with solid problem-solving skills so encourage your child to “struggle” with their laces for a little bit longer or with doing up their coat buttons. It builds up persistence and tenacity and they learn to develop a wonderful sense of achievement when they succeed. By developing their independence you give them a great gift.

Imagine the world from your child’s point of view - what do they see, what do they hear, and how do they feel? Really relax and imagine it - if you don’t like what you discover, don’t beat yourself up just make a few small changes this week that will make a big difference in the confidence of your little one.

Be an empathetic parent - many well-meaning parents, out of their own frustration, are heard to say such things as: "Why don't you listen to me?”. If your child is having difficulty with something, acknowledge that you understand their emotion, frustration or fear and think of new ways to encourage them. What could you do differently that will support them and let them know you are alongside them?

Highlight your child's strengths - always be on the look out for ways to praise what your child is good at - helping others, painting pictures, doing jigsaws, kicking balls, or being cheerful. Make a list of what your child is good at and find ways of praising them. For example, if your child is a wonderful artist, display their artwork in the kitchen and change the pictures regularly.

Provide choices for your child - providing choices really helps your child develop a sense of control over their lives and builds their self confidence. This will also minimise power struggles and tantrums! For example, ask your child if they would like to wear their green jumper or their blue jumper for today - you still maintain control by making sure they are wearing a jumper as it’s cold outside, but they feel they have made the choice and feel grown up and this helps to set the foundation of feeling in control of their lives.

Have expanding expectations and goals for your child - the development of self-control goes hand-in-glove with self-esteem and realistic expectations provide your child with a sense of control and can take away undue pressure when they are small. However, don t limit or put a ceiling on what you think your child can achieve as that creates a limiting belief within them as they feel that they can t ever achieve something above your expectations of them. Just be mindful of their age, skills and dexterity and let them explore their own potential.

Develop a strong healthy self image in your child - The first place to start is to develop a strong healthy self image in your child because from that solid foundation, everything else in life will become easier and more straightforward. Your current self-image is the result of the repeated messages and instructions you received as a child from your authority figures.

The way you see yourself today, is the result of conditioning by your parents, family, teachers and other influential adults and peers in your life. The way you think about yourself determines everything you do, say, act and believe because the world around you is a reflection of your inner world.

Awareness parenting – a useful attitude to adopt as a parent is one of "awareness parenting" - by this I mean being constantly aware of the bigger picture. By being ‘aware’ you react with intention, rather than by chance. It doesn't mean you are boring and can't be spontaneous or natural, but you hold the vision of where you are trying to get to together, which is the bigger picture.

Keeping the bigger picture doesn't always come naturally to many people and by thinking about what you're doing doesn't take away all the fun and spontaneity from your parenting- it just changes your perspective. If you are a thoughtful parent, you are nurturing self-esteem all the time and influencing how your child views themselves for the rest of their lives.

Do not compare siblings - it is important not to compare siblings as this teaches your child that they are not good enough just the way they are. It’s a negative, judgemental and disappointing way to try and motivate your child so stay firmly positive and highlight the strengths of all your children in your family to build confidence.

Avoid comments that are judgmental - one simple exercise I do with the parents I coach is to get them to stand on a piece of paper marked ‘My child’s point of view’ as this helps them view the world from the perspective of their child and it can be really illuminating! Get a piece of paper and write on it and try the exercise now. Imagine the world from your child’s point of view - what do they see, what do they hear, and how do they feel? Really relax and imagine it - if you don’t like what you discover don’t beat yourself up just make a few small changes this week that will make a big difference in the confidence of your little one.

So how do you rate yourself?

I believe that parenting confidence is an “inside” job and is rather like developing a muscle - if you use it regularly, it will get stronger and with regular exercise you will be able to cope with whatever life throws at you. With the same principle, if you fail to regularly exercise this muscle, it becomes weak and flabby, limp and weak.

So the first place to look is at yourself and to notice how you view the world - how confident and positive do you feel inside because you will be passing that mindset and attitude on to your child unconsciously.

The most important gift you can give a child is the gift of self esteem

Sue Atkins is a parent, a parent coach and the author of “Raising Happy Children for Dummies" one in the famous black and yellow series. To find out more about her work and to receive her free monthly newsletter packed full of practical tips and helpful advice for bringing up happy, confident, well-balanced children go to her website at www.positive-parents.com



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Feature Story: Becoming a Future Leader

Feature Story by Emma Mills
Freelance Journalist www.emmamills.com

Lilian Baylis Technology College presents an interesting challenge for any Future Leader. Situated in a high level of social deprivation, with 80 per cent of pupils on free school meals, 50 per cent EAL, as well as 20 per cent of refugees and asylum seekers and a significant minority of Stage 1 learners, the school is a complex and demanding environment. Literacy is a key issue, numerous pupils have had an interrupted education, or little formal learning before the age of 11; and there are also a number of pastoral issues associated with this, especially with children who have come to the school as refugees or asylum seekers. As a Good school, with some Outstanding features it is also on a clear improvement trajectory that means it is a dynamic and progressive setting, with huge scope to make changes and have a lasting impact.

Taking responsibility

Karen started at the school in Sept 2007 and was brought in initially to improve the humanities department. “We appointed Karen to introduce a new curriculum, and to develop and lead the agenda for the Humanities department, and she’s done it very well,” explains Gary Phillips headteacher.

Working with a new head of history Karen was responsible for delivering a curriculum she had developed with the school over the summer. “The new curriculum favoured a more Opening Minds approach, a holistic way of learning about each subject, which promotes team work, teaches the pupils about research, and helps them understand the historical, geographical and religious implications of something. It’s been rolled out in years 7 and 8, and will go into year 9 next year.”

Sadly, after having been at the school for a mere two months, Karen was then involved in a very serious hit and run accident, which prevented her working for six months. In the time she was away it was already clear the impact that she’d begun to make. “The children really missed her and many of them were very upset – she was such a big presence in year 7,” explains Karen’s mentor and deputy head, Su Wardrop. “Equally there were a number of initiatives she’d already begun to implement, which we had to put on hold. We felt that someone else taking over her projects might not have been able to deliver the same impact she could.”

A sign of success

When Karen returned on crutches in April, Su was hugely impressed by her commitment. “A lesser person would have said I’m not coming back in while still on crutches, it’s too difficult. But she was so tenacious and resilient and just got on with it.”

On Karen’s return she was made achievement co-ordinator for year 8 addressing some of the issues that Ofsted had made in a visit while she was recovering. “Our pastoral care here is excellent, but Ofsted felt that we weren’t focusing enough achievement, and wanted us to redefine our pastoral care to ensure that attainment and achievement became a key part of it.” Karen’s role entailed working with the head of pastoral care in year 8 to raise attainment.

Excitingly, the role was fairly undefined which gave Karen the freedom to evolve the role and try new things. “Obviously I oversaw detentions, assemblies, exclusions, form tutors etc, but where I was able to make a key difference was in coordinating with the pastoral head, making the link between attainment and pastoral care. I definitely had to understand the bigger picture, identify where changes needed to be made and then manage the people who need to intervene.”

One of the first things Karen helped to develop and implement was a new way of marking work, called ‘success criteria’, which provided escalating levels of achievement and encouraged pupils to have higher standards of work. The success criteria was first introduced in the humanities department but was so successful it was soon rolled out for the whole of KS3.

“The success criteria changed the way we assess each piece of marked work - pupils get marked on the necessary skills they demonstrated, which include literacy, research and writing skills. Because they’re used throughout KS3 the students now know how to progress and what’s expected of them.”

The success criteria has had a substantial impact on literacy, especially for year 7 who have progressed a sub level over one term, which means they’re on target for government improvement standards, and are likely to exceed them.

Time for a challenge

Another initiative Karen started was something called the Level Six Challenge, which encouraged teachers and pupils to aim higher. “The government goal for year 8s was to get to a level 5, but some of our students were already achieving that, so we scrapped that target and set it as Level Six, a new benchmark and something high for the pupils to aim for.” The ambitious scheme has meant an increase in students getting level 6 - over a third achieved this in 2008, and it is set to be even more this year.

One of the key ways that Karen achieved success with the Level Six Challenge was by drawing attention to it - weekly assemblies each week congratulated the pupils who were progressing, and awards encouraged them to aim higher. The benefits of a school-wide drive to raise standards also saw Karen introduce Work of the Week, an award of a £5 voucher for an excellent piece of class work.

“Again the successful kids are mentioned in assembly, we show off their work and award them a voucher. It’s all about them understanding that making an extra effort – rather than just doing the minimum - can have real, tangible benefits. Teachers have noted a dramatic increase in the standard of work pupils are handing in, which is great.”

A noticeable impact

Clearly linking pastoral and achievement targets has had a huge impact. “Ofsted coming has given me, and the school, something to work on that’s going to have a big impact. We’ve seen a ? reduction in behaviour points, a ?reduction in fixed term and permanent exclusions, and a ? overall increase in achievement in the year group.” The new humanities curriculum that Karen led the introduction of has also had a huge impact, with the SEN provision improving as well as literacy.

Karen also did some intensive work with underachieving boys, using her own contacts to arrange trips out of school to places such as Oxford University, and PR company Freud Communications. “My intention was to give the boys something they could aspire to, and show them what they were capable of, and how they needed to improve their behaviour and learning to achieve their absolute potential.” The effect of this intensive work has been impressive with a significant drop in bad behaviour amongst underachieving boys; Karen even reports that one of her most troubled boys, whose behaviour was notably bad, has become a model student.

Further afield

Using outside influences to improve and develop opportunities for her students is a key part of Karen’s approach to leadership, and she relished the opportunity to go to Boston during her residency year with mentor Su Wardrop. “We both found that an invaluable experience, and in particular one initiative we saw over there was so inspiring that we decided to implement it on our return to the UK,” explains Karen.

The model they adopted was dedicated to improving literacy by working with students in years 7 and 8, compared with the traditional approach in year 9. The key was using undergraduates to work with 2-3 students, one afternoon a week. “It’s a way to make a noticeable impact on your literacy provision - something we need to focus on as a school - without needing extensive extra resources. As a small school with only 600 students we have to be clever with budget and this was an efficient way to improve literacy.”

Becoming a leader

The roles that Karen undertook in her residency year enabled her to get a solid experience of leadership quite early on, and she’s very clear that working closely with the SLT has added to that. “It was a great team to work in, everyone was very open to change - when you work in a school like this you want what’s best for the children, so you all have the same goals. Working with Su especially has been invaluable, she’s an experienced Deputy Head who had been working in London schools for many years, and I’ve been privileged to work with someone with such a wide ranging experience.”

Su equally has been impressed with the commitment Karen has shown, and her ability to make an impact quickly. “She hit the ground running, was very competent, and good at asking other staff members for advice or bouncing ideas off them. She settled in quickly and made an impact fairly immediately, particularly on the Humanities department.”

For Karen, the experience since getting involved in Future Leaders has really given her a solid basis of experience from which to move forward into leadership, providing her with an invaluable network of like –minded colleagues, exposure to numerous outstanding education practitioners and a new found confidence that enables her to really make a difference. “Future Leaders spoke to everything I believe and value. I made a conscious decision to work in an urban school because, despite being very challenging, they can be such exciting, innovative, dynamic places to work. I liked the idea of looking further ahead, thinking about what we want and how to get there, rather than just what is possible at the moment. I’ve also gained so much confidence over this past year, and a real belief in myself to do this.”

Moving to headship

Headteacher Gary is very supportive of Karen’s position in the school. “Karen is fantastic and we are very lucky to have her here. She has made a huge impact this year on achievement in year 8, because she relentlessly focuses on achievement and nothing else. She redefined the head of year role for from a pastoral one to an achievement centred responsibility. She had also given the leadership team a new perspective - she brings another way of looking at issues, and that’s a great thing.”

Of course, with everything there are challenges and a key leadership lesson Karen had to learn was how to delegate and use her time most effectively. “Karen is so efficient and excellent at what she does that people wanted her to do everything; and it’s been a valuable lesson in making those difficult decisions as a leader to establish what you need to be doing, and what you can support others in doing.”

For Karen the last year has also helped to focus her mind on the most important things about leadership, which she says are passion and vision. “You need to have a clear vision of what you’re doing, and a passion for it. Working in a challenging urban school is often very hard, and you’ve got to really want to do it and be able to focus on that vision on a daily basis. And the rewards are seeing the impact that you and your team are having, actually making a crucial difference to the achievement and life options of young people.”

Looking to the future

The future is also looking bright, as Karen plans to stay on at Lilian Baylis and, with the Headteacher, drive the introduction of the new sixth form, which she will eventually be head of.

“Karen is leading the development of the sixth form, and she’s been very good at opening people’s eyes to different ways of doing things,” says Gary. “She’s done a lot of research and used numerous outside influences, all of which will benefit the students. It’s clear that she’s very committed to the children and to making the school a success. She’s very positive, hard-working and always puts the students first; a very good Future Leader, and a vital, full-time member of staff.”

Staying at the school to help set up, and eventually run, the sixth form will be an excellent opportunity for Karen. “It will give me a kind of mini school to run and a really good experience of headship, especially having set something up from scratch. I’m really excited about it. And again my experience at Future Leaders has been invaluable because of the kinds of people I’ve been able to talk to and consult with about the best way to develop our sixth form provision here.”

It’s clear that Karen has had a huge impact on the school, and that her legacy continues to be felt throughout the different departments and leadership team. “I think she’s brought a higher level of standards for a lot of people; a real no excuses culture and a commitment to the wellbeing of all our pupils,” says Su. “Karen isn’t afraid to express her views, but she isn’t overbearing so she contributes a lot and has fitted in very well. She’s progressed so fast, and is always finding opportunities to find things out, areas that can be improved and the difference she’s made is very clear. Without Karen the focus on achievement and academia might not be happening. She really believes that our kids can do this, and that permeates everything she does,” finishes Su.

If you would like to learn more about the incredible work of Future Leaders then please visit their website at www.future-leaders.org.uk Applications to join Future Leaders for a 2009 start are now closed. If you have any questions regarding an application that you have started please email selection@future-leaders.org.uk, phone 0207 395 2090 or if would like to register your interest in applying for the 2010 Cohort, please check website www.future-leaders.org.uk for details. Applications for joining Future Leaders in 2010 will open in Winter 2009. Thanks again to Emma Mills for her contribution.


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Charcoal project uses garden waste to cut carbon emissions

Scientists are developing a type of charcoal that can be used to store carbon instead of being used for fuel, potentially helping to alleviate climate change.

Researchers at the UK Biochar Research Centre - launched today at the University of Edinburgh - will produce the charcoal from materials such as dead trees, food waste, and crop residues. These materials would otherwise produce CO2 and methane as they decayed.

Biochar is produced by decomposing waste using heat in a low oxygen environment, without burning, resulting in dark grey grains of carbon. The biochar is a very stable form of carbon, which scientists say could last for hundreds or even thousands of years, preventing the release of CO2 into the atmosphere. Unlike ordinary charcoal, it is not intended for use as fuel.

The charcoal is intended to be added to soil, where it can potentially improve crop yields. Its use by farmers, foresters and local governments could help reduce overall carbon dioxide emissions. It could also save money by reducing the need for plant fertilisers.

Scientists at the Centre will research the use of biochar for carbon storage, associated with production of sustainable fuels. They will also seek to develop an understanding of its potential benefits for farming, industry, society, and the economy.

Dr Simon Shackley, of the University of Edinburgh's School of GeoSciences and the UK Biochar Research Centre, said: "Biochar offers an achievable, affordable method of storing carbon for hundreds, if not thousands, of years - we have to adopt technologies such as this to reduce carbon emissions in the long term. We hope to make biochar a reality in the UK and beyond." Click here to continue...

Charlie Crowe Kicks Off Appeal

Football legend Charlie Crowe and his family have described the effects of Alzheimer’s as they launch a £1.5 million appeal to fund a new scanner to help speed research into the condition at Newcastle University.

As the last remaining member of the 1950’s triple FA Cup winning Newcastle United team, Charlie Crowe is rightly a hero on Tyneside.

Until last year he was speaking at meetings and active as a staunch supporter of NUFC. Diagnosed 10 years ago, Alzheimer’s disease has now taken its toll and his life has changed profoundly. He now wants to support research into his condition to help find a cure by funding a new scanner.

This appeal is Charlie’s last big game. Despite having this devastating disease, he has not given up.

The Charlie Crowe Scanner Appeal is a fitting last chapter to his life and fulfils his motto, "Try your best, never give up".

His daughter, Lesley Edmondson says, “My father has been described as a 'local hero', but for him the real' heroes' were the people of the North East, rising above hard times, keeping going.

“If he is a 'hero' in any sense of the word, it is in his battle with Alzheimer's. That makes him a 'hero' in my eyes.

“His greatest wish is to be able to raise money for this scanner, which will provide research to help other sufferers with Alzheimer's, Dementia and other diseases.”

Urgent medical research is being held back by lack of scanner time. The new scanner will allow researchers at the Newcastle Magnetic Resonance Centre at Newcastle University to press ahead with world-leading advances in Alzheimer’s as well as in diabetes, Parkinson’s and other chronic diseases.

The invention of techniques by the Magnetic Resonance physics team has allowed researchers to work on projects in several disease areas. Currently, the requirement for magnet time of these clinical studies is preventing them from moving forwards on other important work and preventing further physics developmental work. At the same time, an important advance in magnet design means that they need to move forwards to take advantage of this development.

“The research can make a huge difference to the lives of many people”, says Professor Roy Taylor of the Newcastle Magnetic Resonance Centre.

Further information can be found at charliecroweappeal.com or a donation can be made via the 'Just Giving' website. Click here to continue...

Christian Aid HIV goodwill ambassador 'humbled' by award

The Rev Canon Gideon B Byamugisha says he is overwhelmed, excited and humbled to have been named as this year’s recipient of the prestigious Niwano Peace Prize - the Nobel Peace Prize of the faith community.

The Ugandan cleric, who is a Christian Aid Goodwill Ambassador for HIV and Aids - was the first African religious leader to declare publicly that he was HIV positive. The prize, which carries an award of $213,000, is in recognition of his ongoing work across the continent in advocating effective HIV prevention and treatment and fighting stigma and prejudice.

One member of the prize committee of the Tokyo-based Niwano Peace Foundation.said, "Canon Gideon has turned personal suffering into a religious message of hope and courage and has matched it with constructive action that has provided inspiration and help to so many who have fallen victim to the HIV/AIDS pandemic."

Canon Gideon was diagnosed with HIV 17 years ago and responded to his illness with openness and honesty. He went on to jointly found the International Network of Religious Leaders living with, or affected by HIV (INERELA).

This Christian Aid partner encourages people to view HIV as a virus, not a moral issue. Christian Aid developed a new approach to treatment, SAVE, calling for safer practices to prevent all forms of HIV transmission; universally available medication; voluntary counselling and testing; and the empowerment of individuals - with men and women able to make decisions about their relationships.

Canon Gideon said he thought it was a hoax when he first received the email telling him he had won the award: ‘My first reaction was thinking that I was being approached by internet con-men and fraudsters who tell you you have won lots of money then later trick you. Now I know it is for real!

‘I and my family, my friends, my staff and my development partners are very excited by the announcement. At the the same time, I am humbled to discover that my work and ministry against HIV and AIDS related stigma, shame, denial, discrimination, inaction and mis-action has been noticed and appreciated.’

Canon Gideon says he will put the money toward two projects: the Llandenny Quiet Gardens House and Retreat Centre and the Hope Institute(are these in Uganda?...otherwise say where) to further transformational leadership and development. He says both are part of his vision of a future free from Aids.

Rachel Baggaley, the head of Christian Aid’s HIV programme said: ‘Christian Aid is hugely proud and delighted that the energy and courage of Canon Gideon has been recognised by naming him the recipient of this international award.’

The Niwano Peace Prize will be presented to Canon Gideon in Tokyo on May 7. Click here to continue...

Is Luv The Answer?

Besides the fact that the entire month of March is Optimism month, you really can´t deny all the research that indicates that optimism and gratitude do lead to good health and happiness and many people like me find it to be "The Magic Pill", besides optimism and gratitude are easier to get than you might think, said the founder of LuvIsTheAnswer.org.

Research suggests that optimism significantly predicts rates of recovery, such that optimists are faster in achieving behavioral milestones, such as sitting up in bed and walking, than are pessimists, and are rated by staff members as showing a better physical recovery. Even at six-month follow-ups, optimists still continued to have a recovery advantage.

"I´m living proof that optimism and gratitude lead to better health and happiness. Every year I used to get sicker and sicker for longer and longer periods of time," said Katrina Thomas, founder of LuvIsTheAnswer.org. "As my attitude changed, so did my health and happiness. Now I hardly ever get sick and when I do it doesn´t last very long."

Research also indicates that those who write out their gratitude on a weekly basis report fewer physical symptoms, feel better about their lives as a whole, and are more optimistic about the upcoming week. Grateful people also tend to be more optimistic overall, a characteristic that boosts the immune system. Grateful people also report higher levels of positive emotions, life satisfaction, vitality, and lower levels of depression and stress.

"Since I´m a lot happier and healthier now I want to show everyone that it´s a lot easier than they might think," said Katrina Thomas. "That´s why I recently started the optimism board at LuvIsTheAnswer.org to help people become more optimistic. For an instant jolt of happiness though you might want to read the gratitude board. The real secret to good health and happiness though is in writing out your gratitude and optimism for the whole world to see, even if you remain anonymous, because that helps others remember things they are grateful for as well. Which leads to the other secret to good health and happiness, helping others."

LuvIsTheAnswer.org, a site dedicated to peace, love and joy, has chat, message boards (featuring a gratitude board and now an optimism board), and over 12,000 free cards to send to friends and loved ones for most events, holidays and occasions, articles about peace, love and joy and more. For more information you can visit the optimism board here Click here to continue...

The Not So Innocent Face of Prejudice

A TRAILBLAZING BBC presenter who trained at Manchester Metropolitan University's School of Theatre has become the subject of a row over prejudice towards people with disabilities.

Talented Cerrie Burnell, who was born with only one hand, recently took over presenting children's programmes on CBeebies.

But complaints from parents that she is 'scaring children' have sparked outrage at the Beeb and with newspaper columnists and disability rights campaigners.

In January, the actress was unveiled along with Alex Winters as the new face of the popular children's channel following in the footsteps of the likes of Andi Peters, Phillip Schofield and Zoe Ball.

Passionate

The 29-year-old studied BA Theatre Arts at MMU before going on to appear in the likes of Holby City, EastEnders, The Bill and Comedy Lab. She has combined her acting career with working as a teaching assistant in a special needs school.

Taking the job, she said: "I'm really passionate about firing up kids' imaginations, so this is a dream job come true for me, especially as I also have a young daughter. I've never done TV presenting before so its been brilliant fun getting to ice cakes, getting covered in glitter and reading bedtime stories."

This week the BBC revealed it had received nine official complaints and many more blog comments from parents who claim the sight of Cerrie could "possibly cause sleep problems", and that they are being forced to discuss the issue of disability with their offspring before they are ready.

Lucy Mangan, the Guardian columnist wrote: "Altogether, it makes you glad that the medieval witch-hunters weren't internet-enabled. The comments of course reveal nothing about the children's true feelings and everything about those of the adults involved!" Click here to continue...