The Professional Counselor | Volume 10, Issue 4 527 Another important consideration is the advisee’s level of development, which may vary widely. As Kimball and Campbell (2013) suggested, one’s advising approach emerges through a process guided by one’s interpretations of how best to support the developmental needs of students. Therefore, it is important to adopt a guiding theory to advising that attends to the uniqueness of each supervisee and their experiences (Kuo et al., 2017; McDonald, 2019) and reflects a responsiveness to their developmental needs (Barbuto et al., 2011). Similar to the role of the supervisor’s development within developmental theories of supervision (Bernard & Goodyear, 2019), the advising process is further influenced by the advisor’s own level of development, including their values and beliefs, assumptions, ascribed theories, and advising approaches and strategies. Within counselor education, it is common for one’s counseling theory to serve as a guiding framework across other roles and contexts, including academic advising (Bernard & Goodyear, 2019). This practice is seen across disciplines, where advising scholars often borrow theoretical insights from other disciplines to inform their current knowledge base (McDonald, 2019; Musser & Yoder, 2013). This exchange has enriched our understanding of advising and further illuminated the opportunity to use RCT-informed advising within counselor education. In the case of Dr. Smith, it is evident her grounding in RCT provided multiple points of intervention through which to address the rupture with Tatyana. These points of entry are conducive to the desired outcomes of advising and attentive to the needs of the advising process in general. Although the case illustration above focused on the rupture in the relationship, it is important to highlight the appropriateness of RCT in advising in general. Advisors can also use an RCT-informed perspective to meet a broader range of the developmental advising needs of their advisees in a way that is conducive to both personal and professional growth (Purgason et al., 2016). Doing so is consistent with advising literature that emphasizes the importance of theory-consistent and growth-promoting courses of action within the advising space (Kimball & Campbell, 2013; Musser & Yoder, 2013). Implications Despite the lack of formal training in advising (Barbuto et al., 2011), as well as the lack of institutional support for advising practices (Furr, 2018; Ng et al., 2019), advising continues to be an essential component of the duties of counselor educators. This manuscript illustrates an application of RCT-informed advising with the aim of promoting a theory-based approach to enhance the quality of the advisory process for both advisors and advisees. There are multiple implications for training, practice, and research. We encourage incorporation of RCT-informed advising into the curriculum of doctoral students in counselor education. A natural fit for such integration would be intentional inclusion of advising training as part of professional issues and/or pedagogy instruction. This topic warrants increased attention within counselor education doctoral training. Supervision of RCT-informed advising could also familiarize new professionals with the additional requirements of their roles. Extending advising training into the doctoral internship experience or as a potential supervised or apprenticeship activity could provide ongoing mutual, authentic, growth-promoting engagements wherein the tenets of RCT are enacted and experienced in training, hopefully paralleling what the student replicates with their future advisees. There are important implications for the practice of RCT-informed advising as well. First, as the theory-based advising and mentoring literature expands, there is a viable frame for the dissemination of RCT-informed advising into a wide range of disciplines across higher education. RCT-informed advising offers a practical option for incorporation and adaptation into relationally focused disciplines
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