督導工作乃是諮商與心理治療專業中重要的一環。在所有諮商督的理論學派中，Bernard的區辨模式系考量督導者、被督導者和諮商受訓者所發展出的一種教育性方法，它是一種兼顧「教」、「學」、「作」功能的督導模式。本研究旨在區辨模式為架構，採用深度訪談法，以五位曾學習或運用區辨模式之督導者及其五位被督導者，共十人為研究對象，探討督導者與被督導者在諮商督導歷程中的認知感受。本研究結果發現:督導角色仍是以教師及支持者為主;受訪之督導認為諮商師並非必要的督導角色，但被督導者則認為諮商師也是督導者的重要角色之一。至於督導焦點方面，受訪之督導者與被督導者皆認為須視被督導者的專業程度、個人需求與督導歷程的發展情況而定，惟被督導者較督導者更重視諮商督導歷程中雙方的互動的關係與督導氣氛。此外，影響督導歷程的因素甚多，督導者認為被督導者的配合度和督導時間的長短等因素相當重要，被督導者則較重視督導者的條件和督導關係的好壞。本研究也依據Bernard區辨模式的督導架構，針對該模式督導角色與督導焦點不同配對的九種情境，彙整出各有關的督導時機。最後，根據研究結果，提出六項建議供諮商督導人員及其專業訓練機構的參考。

Supervision is an important part of the counseling profession. Many factors come into play in the supervisory process. The study applies the depth interview approach, with 5 supervisees and 5 supervisors as the subjects, with the supervisors having either leaned or applied the discrimination model before. The study explores the perception and feelings of the supervisees and the supervisors toward such issues as supervisory role and supervisory focus in the supervisory process in order to integrate the counseling practice and professional views. The study finds that supervisory roles are mainly seen as those of a teacher and a supporter. The focus varies according to the supervisees’ professional level, their need and the developmental stages of the supervisory process. In addition, factors that influence the interaction process include the qualities of the supervisors, the cooperation of the supervisees, supervisory relation and the length of supervisory sessions. Based on the supervisory structure of Bernard’s discrimination model, the study also sorts out related timing of supervision according to nine different types of matching between supervisory roles and focuses.