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Although Indigenous practitioners around the world emphasise the importance of spirituality in social work, epistemic injustices often perpetuate the neglect of traditional knowledge in everyday practices. This paper explores the experiences of six Māori practitioners who work from cultural perspectives in the New Zealand context. Since these individuals subscribe to Indigenous Māori philosophies, Kaupapa Māori Theory is an important part of this study's epistemology. The research findings provide some unique interpretations of Māori spirituality while highlighting the value of Indigenous knowledge within the broader spheres of social work practice and education. IMPLICATIONS Social work practice is decolonised through culturally responsive methods and prioritising the Indigenous voice within Australian and New Zealand social services. Social work education is strengthened through the recognition of culturally responsive pedagogical frameworks within mainstream curricula and institutes. [ABSTRACT FROM AUTHOR]

This article examines the inner workings of the supervision session through the descriptions provided by supervisees and supervisors of their sessions. The aims of this paper are: (1) to explore the supervision session from both sides of the interaction; (2) to propose an interactional map of the supervision session; and (3) to provide supervisors with a practical checklist for the interactional process of the session. Thirty-four participants were interviewed regarding their experience of a recent supervision session and their experiences of sessions generally. These experiences were thematically analysed. Results show that supervisees and supervisors proceed through particular stages and phases in their supervision sessions and there is a ritual to the session. The session process mirrored the social work interview and involved discussion and problem-solving. Variations to the process were made to accommodate individual and cultural differences. The implications of the results are: (1) an interactional map of the stages and phases of the supervision session; (2) practical guidance for supervisees and supervisors on navigating their way through sessions; and (3) a working framework through which supervisees and supervisors can evaluate their sessions. The article concludes with a practical checklist for supervisors to use within their sessions. [ABSTRACT FROM AUTHOR]