Abstract
The purpose of this empirical research was to investigate a postmodern approach of teaching spirituality diversity to Masters of Social Work (MSW) students. A modified reflecting team intervention was utilized as a way for MSW students to learn about spirituality diversity and awareness in the classroom. Results of this quasi-experimental design indicated that when a reflecting team format was utilized to discuss issues of spirituality development and diversity among MSW students they experienced less anxiety and increased personal levels of self-efficacy simultaneously. Ongoing research needs to explore if this pedagogy facilitates increased MSW understanding and awareness of belief system difference and if it can serve as a parallel process for students in the field.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 330-348 |
| Number of pages | 19 |
| Journal | Journal of Religion and Spirituality in Social Work |
| Volume | 32 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 2013 |
All Science Journal Classification (ASJC) codes
- Religious studies
- Public Health, Environmental and Occupational Health
Keywords
- MSW students
- diversity education
- narrative theory
- reflecting teams
- spirituality