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一、中文部分
方惠生、戴嘉南（2008）。彰化縣專業諮商人員介入國小校園輔導工作實驗方案評估研究。諮商輔導學報，18，89-121。
王文秀（2014年10月29日）。前瞻的學生輔導法 還是跛腳。聯合報，5版。
王文秀（2018）。諮商督導的美麗與哀愁。載於蕭文、田秀蘭（主編），臺灣輔導一甲子（281-334）。台北：心理出版社。
王文秀、徐西森、連廷嘉（2006）。我國大學校院與社會輔導機構諮商督導工作實施現況及其人員專業知覺之探討研究。中華輔導學報，19，1-40。
王淑貞（2003）。服務品質的領航—初探北市婦女機構中的督導制度（未出版之碩士論文）。國立政治大學，台北市。
王麗斐、李旻陽、羅明華（2013）。WISER生態系統合作觀的雙師合作策略。輔導季刊，49（3），2-12。
王麗斐、杜淑芬（2009）。台北市國小輔導人員與諮商心理師之有效跨專業合作研究。教育心理學報，41，295-320。
王麗斐、杜淑芬、趙曉美（2008）。國小駐校諮商心理師有效諮商策略之探索性研究。教育心理學報，39（3），413-434。
王麗斐、杜淑芬、羅明華、楊國如、卓瑛、謝曜任（2013）。生態合作取向的學校三級輔導體制：WISER模式介紹。輔導季刊，49（2），4-11。
王麗斐、趙曉美（2005）。小學輔導專業發展的困境與出路。教育研究月刊，134，41-53。
台灣輔導與諮商學會（2016）。台灣輔導與諮商學會專業督導認證辦法。取自http://www.guidance.org.tw/rule_014.html
台灣諮商心理學會（2014）。心理諮商督導認證辦法。取自http://www.twcpa.org.tw/eweb/uploadfile/20150922145353198.pdf
田秀蘭（2000）。紮根理論在諮商心理學研究中的應用。輔導季刊，36（4），35-40。
刑志彬、許育光（2014）。學校心理師服務實務與模式建構初探：困境因應與專業發展期待分析。中華輔導與諮商學報，39，117-149。
李明峰（2017）。台灣諮商督導研究主題與方法之分析—以2000~2015年為例。諮商心理與復健諮商學報，30，97-119。
吳秀碧（1992）。Stoltenberg的督導模式在我國準諮商員諮商實習督導適用性之研究。國立彰化師範大學輔導學報，15，43-113。
吳芝儀（2005）。我國中小學校輔導與諮商工作的現況與挑戰。教育研究月刊，134，23-40。
吳芝儀（2016）。高級中等以下學校輔導教師資格暨師資職前教育專門課程規劃結案報告（教育部師資培育及藝術教育司委託專案研究報告）。台北市：教育部。
吳豐維（2007）。何謂主體性？一個實踐哲學的考察。思想，4，63-78。
吳麗華（2012）。外聘督導的角色功能—以「兒童及少年保護個案家庭處遇服務」方案為例（未出版之碩士論文）。國立暨南大學，南投縣。
杜淑芬、王淑玲（2014）。學校輔導教師與外部諮商心理師的團隊合作。諮商與輔導，337，4-7。
林本炫（2005）。紮根理論研究法評介。載於齊力、林本炫（主編），質性研究方法與資料分析（189-218）。嘉義：南華教育社會所。
林杏足、程小蘋、陳怡君（2005）。中等學校輔導諮商人員的督導需求與受督導經驗之初探。全人發展取向之輔導與諮商專業人力培育學術研討會文，彰化。
林美惠、陳靜玉、莊財福（2010）。施行教學、訓導與輔導方案經驗：以台灣彰化縣個案為例。台北：秀威資訊。
林郁倫、陳婉真、林耀盛、王鍾和（2014）。心理師校園駐區服務的困境、需求與挑戰由台北市國中輔導人員之觀點。輔導與諮商學報，36（1），37-64。
林香君（2015）。置身處境、在地實踐：走一條主體性的專業發展道路，應用心理研究，63，51-104。
林家興（2002）。中學輔導教師與專業輔導人員工作內容的時間分析。教育心理學報，33（2），23-40。
林家興（2011）。諮商督導實務。台北：雙葉書廊。
林家興、洪雅琴（2002）。專業輔導人員參與國中輔導工作的概況與成效。教育心理學報，34（1），83-102。
林淑華、田秀蘭、吳寶嘉（2017）。高中職輔導教師工作困境、因應方式與督導需求初探。家庭教育與諮商學刊，20，87-116。
柯雅瓊（2008）。國中輔導教師受督需求之研究（未出版之碩士論文），國立臺灣師範大學，台北市。
洪莉竹（2005）。創造學校輔導人員的專業定位—專業學校諮商師的角色與功能。教育研究月刊，134，11-22。
洪莉竹（2013）。學生輔導工作倫理守則暨案例分析。台北：張老師文化。
胡中宜（2011）。《國民教育法》修正後學校社會工作的發展議題。社區發展季刊，135，58-71。
高淑清（2010）。質性研究的18堂課—揚帆再訪之旅。高雄：麗文文化事業。
張曉佩（2013）。倡導：心理諮商的新趨勢。輔導季刊，49（3），36-44。
張麗鳳（2005）。我國中小學輔導工作的回顧與前瞻。第一屆中小學輔導與諮商學術研討會，嘉義。
教育部（2013a）。國民小學輔導工作手冊。台北：教育部學生事務及特殊教育司。
教育部（2013b）。國民中學輔導工作手冊。台北：教育部學生事務及特殊教育司。
教育部（2017）。逐年充實輔導人力，完善三級輔導體制。取自https://www.k12ea.gov.tw/ap/banner_view.aspx?sn=e079e88f-2b37-4fde-bfe4-3b6a0ecc867e
許育光（2011a）。國小輔導教師之實務培訓與督導需求初探。教育實踐與研究，24（2），99-128。
許育光（2011b）。碩士層級實習學校諮商員督導團體之關切議題、學習因素與參與經驗分析。中華輔導與諮商學報，31，61-100。
許育光（2013）。國小輔導教師實務內涵初探：從困境與期待分析進行對話。中華輔導與諮商學報，38，57-90。
許皓宜（2012）。督導關係與督導成效：實務工作中的啟發。輔導季刊，48（4），10-17。
許維素（2013a）。我的密蘇里遊學反思：臺灣學校輔導專業發展的發想（五），諮商與輔導，333，53-59。
許維素（2013b）。我的密蘇里遊學反思：臺灣學校輔導專業發展的發想（七），諮商與輔導，335，50-52。
許維素（2013c）。我的密蘇里遊學反思：臺灣學校輔導專業發展的發想（八），諮商與輔導，336，49-59。
許維素、游于萱（2017）。輔導教師之焦點解決督導員訓練成效研究。中華輔導與諮商學報，49，147-182。
許維素、蔡秀玲（2008）。高中職輔導教師焦點團體督導成效之研究。教育心理學報，39（4），603-622。
許韶玲（2008）。在被督導經驗開展前受督導者需要什麽－督導文獻的回顧。輔導季刊，44（2），12-17
許韶玲、蕭文（2014）。更有效地利用督導—初探督導前的準備訓練對受督導者進入諮商督導過程的影響內涵。輔導與諮商學報，36（2），43-64。
連廷嘉、徐西森（2003）。諮商督導者與實習諮商員督導經驗之分析。應用心理研究，18，89-112。
陳志賢、徐西森（2016）。落實學生輔導法之輔導評鑑指標研究。教育研究月刊，264，21-36。
陳金燕（2001）。自我覺察督導模式初探。輔導季刊，37（2），1-10。
陳金燕（2003）。自我覺察在諮商專業中之意涵：兼論自我覺察督導模式。應用心理研究，18，59-87。
陳婉真、黃禎慧、侯瑀彤、江守峻、洪雅鳳（2018）。心理師與學校輔導合作經驗初探：北部地區心理師之觀點。輔導與諮商學報，40（1），25-44。
陳景花（2017）。新手治療師的個案概念化技能：以概念構圖為監督策略。輔導季刊，53，71-82。
程小蘋、林杏足（2003）。國中輔導教師對青少年個案身心特徵、晤談問題及諮商作法之知覺分析。彰化師大輔導學報，25，133-173。
翟宗悌（2005）。青少年心理諮商與治療督導工作之實施—多元視角、多方合作與多樣技巧。輔導季刊，41（2），29-36。
趙文滔（2015）。中小學輔導教師跨系統合作之成功經驗探究。家庭教育與諮商學刊，19，1-31。
趙文滔、陳德茂（2017）。中小學輔導教師在跨專業系統合作中的挑戰：可能遭遇的困境、阻礙合作的因素以及如何克服。應用心理研究，67，119-179。
趙祥和、陳秉華（2004）。發展大學輔導教師在校園合作輔導個案的工作架構。彰化師大輔導學報，26（2），17-36。
趙淑珠（2018）。他山之石～反思台灣諮商師的社會正義訓練。輔導季刊，54（1），1-7。
趙曉美、王麗斐、楊國如（2006）。臺北市諮商心理師國小校園服務方案之實施評估。教育心理學報，37（4），345-365。
劉淑慧（1987）。助人工作者職業倦怠量表之編制與調查研究（未出版之碩士論文）。國立台灣教育學院，彰化市。
劉福鎔、林清文（2008）。高中職輔導教師知覺角色壓力、工作滿意度和專業承諾之關係研究。中華輔導與諮商學報，23，213-248
蔡秀玲（2012）。影響督導工作同盟發展之要素：督導雙方之觀點。教育心理學報，43（3），547-566。
蔡秀玲（2017）。團體督導中影響學校輔導教師學習之因素初探。輔導季刊，53（3）， 20-30。
鄭如安、葉宣瑩（2011）。高雄市駐校心理師服務現況與困境之分析研究。美和學報，30（2），15-40。
蕭文（1999）。循環督導模式的理念建構。輔導季刊，35（2），1-7。
蕭文、施香如（1995）。循環發展的諮商督導模式建立之芻議。輔導季刊，31（2），34-40。
謝曜任（2013）。從WISER模式談專任輔導教師的角色與功能。輔導季刊，49（3），13-18。
二、西文部分
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