1. What Does Dignity Really Mean?
Sue Corbett

2. Dignity at Work Charter
We_________________________
commit ourselves to working together to maintain a workplace environment that encourages & supports the right to dignity at work.
Workplace Bullying
Workplace bullying is repeated inappropriate behaviour, direct or indirect, whether verbal, physical or otherwise conducted by one or more persons against another or others, at the place of work and/or in the course of employment, which could reasonably be regarded as undermining the individual’s right to dignity at work.
Code of Practice:
All employees have the right to be treated with dignity & respect at work

3. The dictionary… Dignity:
- the state or quality of being worthy of esteem or respect
- a sense of pride in oneself
Respect
- a feeling of admiration for someone because of their qualities or achievements
- due regard for the feelings, needs or rights of others

4. Basic Needs for Human Dignity
Self-actualisation
to develop one’s full potential
Level 5
Esteem Needs
to have self-confidence & self respect
Level 4
Social Needs
to belong
Level 3
Safety Needs
to feel safe, secure & protected
Level 2
Physiological Needs
to have food, water, air, shelter…
Level 1
Maslow

5. Positive School Climate
Exists when all students feel comfortable, safe, secure, accepted, cared for, valued & stretched in the school environment.
Social/Emotional
Environment
Learning
Environment
Physical
Environment

6. Social/Emotional Environment Learning Environment Physical Environment
All students are & feel accepted& welcomed
Positive behaviour modelled by staff
Everyone treated with dignity & respect
Wellness is fostered in all students
Responsibility is developed in all students
Differences are recognised, respected & appreciated
Parents & community members welcomed
Parents are meaningfully involved
High & appropriate expectations in place for all
Learning is seen as interesting, relevant & important
All students expected to learn & grow based on individual ability & skill levels
Procedures in place to address individual learning needs
Positive/constructive approach to managing problem behaviour
Continuous professional development for teachers
Parents & teachers work collaboratively
Positive & optimistic approach to learning
The school is perceived as inviting – a place students want to come to
The school is well maintained & repaired as necessary
The school is physically accessible to all
The physical systems of the school are in good order
Appropriate signage
The area around the school is well maintained
School equipment is inspected & maintained
Speciality rooms are available & well equipped

7. Social/Emotional Environment
Model, promote & foster
INTERPERSONAL COMPETENCE:
Interpersonally incompetent
(toxic)
behaviours
Results in:
alienation, conflict,
animosity,
ill-health
People feel:
stressed, devalued,
inadequate, angry,
frustrated, guilty…
Interpersonally
competent (nourishing)
behaviours
Results in:
empathy,
understanding,
co-operation,
well-being
People feel:
valued, capable,
respected,
appreciated…

8. Interpersonal Competence:
- self-awareness
- emotional & social intelligence
- communication skills
- conflict management skills
- positive orientation towards change
- co-operation

9. “Be the change you wish to see in the world.”
Mahatma Gandhi