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.
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