The Professional Counselor | Volume 10, Issue 4 519 2007). Rather than striving for independence, as posited by the leading psychotherapy theories, Miller (1976) argued that human beings grow through and toward relationship. Almost 20 years after the development of the initial relational model, it underwent a significant shift. As this model evolved and expanded into its current theory, the scope was broadened to include an exploration of power in relationships (Walker, 2004). To this day, the RCT-related literature continues to grow (Comstock et al., 2008; Hall et al., 2018; Hammer et al., 2014; Purgason et al., 2016; Rogers & Stanciu, 2015). In addition to exploring gender, this work has also focused on understanding the connections of relationships across differences in race (Purgason et al., 2016; Walker, 2004), ethnicity (Hall et al., 2018), sexual/affectional orientation, and gender identity (Luke, 2016) in both counseling and in the workplace. Thus, the scope of RCT has widened from solely focusing on women to addressing identity and power structures within all relationships, and now includes considerable attention to populations of minority status across a variety of contexts (Cannon et al., 2012; Comstock et al., 2008; Hammer et al., 2016; Schwartz, 2019; Walker, 2004, 2010). Similarly, scholars have more recently applied RCT beyond the therapeutic relationship to various processes within academia, including mentorship (Gammel & Rutstein-Riley, 2016; Hammer et al., 2014), clinical supervision (Williams & Raney, 2020), pedagogy (Hall et al., 2018; Schwartz, 2019), and advising for doctoral students of color (Purgason et al., 2016). Philosophical Underpinnings Since the inception of RCT, Miller and colleagues recognized the alignment of their observations of women’s experiences with the positivistic perspective (Robb, 2007; Rogers & Stanciu, 2015), in that the observable realities could be understood through reason and logic. At the same time, theorists also situated RCT within the postmodern perspective because the theory intentionally acknowledges the possibility for multiple truths (Hansen, 2004; Rigazio-DiGilio, 2001; Rogers & Stanciu, 2015). Epistemologically, the theorists positioned RCT from a social constructivist standpoint (Jordan, 2018), meaning that the theory emphasizes the individual’s unique phenomenological experiences in relation to the social systems in which they are embedded. Thus, through RCT, one takes into account historical and cultural contexts that inform one’s meaning-making systems. RCT is also grounded on the premise that social construction of identities and the significance of power and hierarchy within relationships limits relational images and expectations (Birrell & Bruns, 2016; Jordan, 2018; Jordan et al., 1991). Broadly, a constructivist theory assumes that reality is created by individuals (Hansen, 2004; Jaccard & Jacoby, 2010), making subjectivity essential in understanding a person’s experience of reality. In contrast, a social constructionist theory assumes that reality is constructed by groups and, therefore, subjectivity is removed (Hansen, 2004; Rigazio-DiGilio, 2001). Although these epistemic positions may seem inherently contradictory, they intersect to create an individual–systems dialect within RCT. According to Hansen (2004), the integration of epistemologies permits greater inclusivity, allowing for a more complex conceptualization of the relational processes, particularly those that are part of RCT-informed growth and development (Rogers & Stanciu, 2015), including those in advising (Purgason et al., 2016). Thus, we argue that RCT is well positioned to address the unique needs of advisees as individuals (constructivist) while also addressing these advising needs as they arise within counselor education graduate programs and as part of larger systems (social constructionist). Advising in Counselor Education For faculty members in counselor education, advising may not be prioritized in terms of responsibilities and may only be considered as part of courses they may be teaching, and/or as part of the tenure and promotion process (He & Hutson, 2017; Kuo et al., 2017). Yet, the advising relationship is one of the few structures in place to facilitate student success (Barbuto et al., 2011; Knox et al., 2006), and