ABSTRACT
This chapter argues that the provision of ongoing supervision, peer supervision, or consultation helps to ensure, amongst other important functions, reliable access to ethical thinking in analytic practice. It incorporates the role of both developmental and archetypal perspectives in the understanding of the achievement of ethical thinking through the supervisory function. The provision through supervision of a triangular space in which clinical work with patients can be thought about creates the necessary dimensionality for psychological transformation to occur and has resonance with developmental reality and archetypal truth. The ethical aspect of supervisory provision is predicated on the notion that genuine object relating arises out of dimensionality, in which one mind is aware of the subjective reality of another and chooses to take ethical responsibility towards the other, as the parent in relation to the child, and the analyst or therapist in relation to the patient.
