本研究目的為瞭解督導過程中的諮商督導者的角色與焦點，採用Bernard 的區辨模式檢視督導過程中，一位理性情緒行為治療取向的督導，對於一位理性情緒行為治療及折衷取向的受督者，於督導記錄中呈現的督導角色與焦點為何？此為一質化研究，採用獨特個案取樣法（unique-case sampling），研究對象主要為一位男性專業督導者，使用理性情緒治療法做諮商及教學研究多年，督導對象為一女性受督研究生，於某社區心理衛生中心接案。研究文本主要使用個案記錄中的督導記錄意見部份。研究者將九十六份個案記錄表的督導意見欄手稿，加以打字，採過程編碼及分析歸納法的步驟，用Bernard 的區辨模式理論做質性分析。研究結果如下：督導角色分析部份發現：理性情緒行為治療取向的督導，其教師角色較多，諮詢者角色次之，沒有諮商師角色。有關督導焦點的部份：歷程技巧包括：基本溝通技巧、發展性技巧與策略、改變技術、開啟與結束諮商的技術等。概念化技巧包含：對當事人形成概念，對問題形成概念及處理策略。關於個人化技巧部份為：覺察自我的情緒特質及可能對諮商造成的影響、察覺自我對專業倫理的認同程度，最後依研究結果提出未來督導研究及實務的建議。

The objectives of this research were to understand the role and focus in counseling supervision by applying Rational Emotional Behavioral Therapy (REBT) to view the supervision process and to supervise the counselor subject in an eclectic approach. This was a qualitative research study using unique-case sampling. The subject has been a male who is a counselor, teacher, and researcher of REBT for many years, supervising postgraduate students who counsel clients at the mental health center. The research data were recorded opinions about the supervision in 96 case records. The researcher transformed the handwritten manuscripts into electronic computer file format, then coded the data (for process coding and induction analysis), and finally used Bernard’s discrimination model for the analysis. The results were presented as follows: The counseling supervision of REBT was more about the teacher role, consultants, but less about the counselor role. The supervision focused on the process skills (or intervention skills), (including basic-communication skills, developing skills and strategies, changing skills, initial and ending skills), conceptualization skills (including forming the concepts to the clients, specific problem, and strategies), and personalization skills (including self-awareness of emotional characters that would influence the effectiveness of counseling, and the identification of professional ethics). Suggestions for future research and practices in relation to these results are offered.