本研究旨在探究諮商督導重要事件當中的督導介入對受督導者所造成之衝擊，採發現取向之重要事件方法，並以區辨模式（Discrimination Model）作為參考架構編寫本研究督導歷程之分析原則。研究對象為一對博士班之督導者與碩二之受督導者，約一學期的諮商督導過程加以錄音，每次督導後受督導者填寫「督導重要事件表格」與接受人際歷程回憶訪談。結果發現在受督導者知覺印象深刻的十三個重要事件當中：（1）最常出現的督導介入為「歷程/介入-教師」。以「個人化」為焦點的督導介入特徵，隨督導階段而有變化。（2）受督導者在事件歷程中所知覺的衝擊多屬正向，或在事件中經歷感受轉換之過程，而受督導者知覺到重要事件之立即影響，經歸納得到七類。（3）受督導者知覺之衝擊，隨著督導介入而變化，但與「督導者角色」的關聯較為明顯，此外，特定焦點的事件對受督導者產生特定的立即影響。最後根據研究結果，提出對督導實務與未來研究之建議。

The purpose of this study was to investigate supervisory interventions during counseling supervision process and their impact on the supervisee. Sessions of a volunteer supervision dyad were recorded, and materials of supervisee-perceived impact were collected by using Interpersonal Process Recall (IPR). Thirteen events were taken into account and analyzed. All events were intensively analyzed by adopting the framework of Discrimination Model. Results of the study showed that the supervisory intervention with the focus on process and the role of teacher was most common of all, and the focus on personalization changed with supervision stages. Second, most of the impact on the supervisee was positive. The supervisee’s feelings often underwent some kind of transition during an event. Seven categories of global impact of events were concluded. Lastly, supervisee-perceived impact changed with the supervisor’s interventions, apparently with the supervisor’s role assumed. Implications for practice and research are discussed.