1. What Does Dignity Really Mean? Sue Corbett

2. Dignity at Work Charter We_________________________ commit ourselves to working togetherto 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 withdignity & respect • Wellness is fostered inall students • Responsibility is developedin all students • Differences are recognised,respected & appreciated • Parents & community members welcomed • Parents are meaningfullyinvolved • High & appropriate expectations in place for all • Learning is seen as interesting, relevant & important • All students expected tolearn & grow based on individual ability & skill levels • Procedures in place to address individual learningneeds • Positive/constructive approach to managing problem behaviour • Continuous professionaldevelopment for teachers • Parents & teachers workcollaboratively • Positive & optimistic approach to learning • The school is perceived asinviting – a place studentswant to come to • The school is well maintained & repaired as necessary • The school is physicallyaccessible to all • The physical systems of theschool are in good order • Appropriate signage • The area around the schoolis well maintained • School equipment is inspected & maintained • Speciality rooms are available & well equipped

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

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