518 The Professional Counselor | Volume 10, Issue 4 base predicated on theoretical foundations (Musser & Yoder, 2013; Sackett et al., 2015). Although no one advising approach is adequately situated to assist everyone optimally, it is the advisor’s ethical obligation to be well informed regarding their own approaches and ways to adjust to meet the individual and contextual needs of their advisees (Kimball & Campbell, 2013). Despite the growing differentiation of advising from mentoring, few theories or models have been purported to undergird the advising process in counselor education (Ng et al., 2019). The present manuscript aims to fill this gap by providing counseling advisors with a theoretically sound and research-grounded framework to enhance their advisory practice using relational cultural theory (RCT). In subsequent sections, the relevance of RCT for advising in counselor education and its central assumptions will be discussed, the current state of advising in counselor education will be described, and a relational cultural advising case conceptualization will be provided to assist counselor educators in better understanding and developing RCT-informed advising practices. Relevance of RCT to Advising RCT originated as a developmental model for women; however, broader applicability was quickly recognized given the commonalities across people and the impact of societal values on people’s functioning (Jordan, 2018; Jordan et al., 1991; Walker, 2004). Presently, RCT is utilized across a variety of clinical populations as well as in non-clinical settings (Jordan, 2017, 2018; Robb, 2007). For example, Luke (2016) described the use of RCT with children experiencing gender dysphoria; Cannon et al. (2012) described its use in group treatment settings with adult women; and Fletcher and Ragins (2007), as well as Hammer et al. (2014), noted its utility in mentoring contexts. More recently, Schwartz (2019) described the utility of RCT within teaching across higher education contexts. Because RCT is predicated on the coconstruction of knowledge both by individuals and groups, RCT is readily translated into new settings and contexts (Rogers & Stanciu, 2015), in this case advising within counselor education programs. Relational Cultural Theory In its most basic form, RCT posits that humans need social connections throughout the life span, placing social connections at the center of human development. Both this basic postulate and the usefulness of RCT have been consistently supported in empirical studies (Eisenberger & Lieberman, 2005; Lenz, 2016; Schore, 2015). To gain an understanding of human development, RCT-oriented practitioners rely on several core assumptions. As outlined by Miller and Stiver (1997) and later Jordan and Dooley (2000), the eight core assumptions are as follows: (a) people grow through and toward relationship; (b) mature functioning is reflected in movement toward mutuality rather than separation; (c) growth is characterized by relationship differentiation and elaboration; (d) growthfostering relationships are based on mutual empathy and empowerment; (e) authenticity is required for real engagement in growth-fostering relationships; (f) development is a mutual exchange through which all involved contribute, grow, and benefit; (g) the goal is to develop increased relational competence over one’s life span; and (h) mutual empathy and mutual empowerment are at the core of human development. Advisors can enhance their advising practices by enacting these eight tenets to provide advisees with opportunities to develop the intra- and interpersonal relational awareness and skills requisite in counseling and counselor education work contexts while also offering greater support for students in navigating graduate training programs within counselor education. The application of RCT tenets will be demonstrated in a later section using a case study. Development During the 1970s, a time in which the helping professions were dominated by ideologies developed by White males and the United States was roaring with a desire for change, psychologist Jean Baker Miller transformed the way we think about human development (Cohn, 1997; Hartling, 2008; Robb,