本研究旨在探討督導歷程中督導者進行回饋介入之時機與意圖，以及隨著督導次數的增加，督導者回饋介入內涵之變化情形。採重要事件之研究取向，於每次督導後對督導者進行人際歷程回憶訪談。本研究邀請一組督導配對進行每週一次，連續17次之督導晤談。將所收的資料以開放編碼的方式加以分析，結果發現：(1)在71個督導者回饋介入事件中，可歸類初互動技巧、諮商方向、自我覺察，以及專業角色等四個類別。督導者較常使用的督導回饋介入類別為互動技巧，較少使用為諮商方向。(2)督導者回饋介入的類別會隨督導之不同階段而有所變化。在督導前期與中期，督導者噡饋介入主要著重於互動技巧類別，而後期則較聚焦於自我覺察類別。(3)最常見的督導者回饋介入意圖為增強改變；最常見的介入時機為受督導者出現正向改變的行為。最後根據研究結果，分吸針對諮商師教育與督導實務工作，以及未來研究提出具體建議。

The purpose of the study was mainly to investigate the timing and intention of the supervisor’s feedback. Sessions of a volunteer supervision dyad were recorded, and material of the timing and intention of the supervisor’s feedback was collected by using Interpersonal Process Recall (IPR). After analyzing the data, the researcher found the following results: 1)Totally 71 supervisor’s feedback events are categorized into four classes which are interaction skill, counseling direction, self-awareness, and a professional role. Among them, the supervisor often used the interaction skill, but seldom used the counseling direction, in providing feedback. 2)As the proceeding of supervisory processes, the category of supervisor’s feedback changed, in earlier and middle stage, supervisor’ feedbacks were mainly focus on international skill, in later stage, supervisor’ feedbacks wee mainly focus on self-awareness. 3)The often observed intention in supervisor feedback is to enhance change and the often observed intervening timing in supervisor feedback is when the student counselor appeared positive in behavior change.