528 The Professional Counselor | Volume 10, Issue 4 like counselor education. In addition to its natural fit to relationally oriented disciplines, we contend that RCT-informed advising may in fact hold a particular promise in disciplines that have not traditionally attended to the inter- and intrapersonal processes associated with educational and professional development. Advising has moved beyond the academic domain of selecting appropriate classes for advancement in each field. Instead, it has shifted toward a multilayered and complex interaction between the developmental, academic, social, and institutional domains (Musser & Yoder, 2013). Therefore, a theoretical grounding in RCT would provide advisors with a framework that is easily translated into the shifting advising practice. Although there is support for the application of RCT to varying domains within counselor education, specifically supervision and mentorship, there remains little research around RCT-informed advising. To advance the empirical grounding, researchers could begin to examine the outcomes of RCT-informed advising in counselor education, as well as across other disciplines. We encourage researchers to build on existing scholarship addressing the impact of the advising working alliance, particularly the impact of an RCT-informed advising working alliance. In addition, future research can investigate the differences across RCT-informed advising and other models of advising. To do so, both qualitative and quantitative inquiry are needed, and both can increase the visibility of RCT-informed advising as a viable option to be utilized across higher education. Conclusion RCT provides a powerful tool for the enhancement of advising across disciplines in higher education, particularly within counselor education and supervision. Counselor educators who can engage with their advisees through this lens may find that they are attending to the complex interactions between the multiple domains involved in advising, fostering greater personal and professional growth within themselves and their advisees. RCT advising offers a viable opportunity for new advising techniques to be implemented to promote creative ways of meeting the ever-increasing demands of higher education. Considering the increased attention of RCT in the counselor education literature in the last decade (Hammer et al., 2014; Lenz, 2016; Purgason et al., 2016; Rogers & Stanciu, 2015), RCT-informed advising can promote not only individual development, but also that of the larger profession through a shared language for collaboration in developing strategies, skills, and resources. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/resources/aca-codeof-ethics.pdf Barbuto, J. E., Jr., Story, J. S., Fritz, S. M., & Schinstock, J. L. (2011). Full range advising: Transforming the advisor-advisee experience. Journal of College Student Development, 52(6), 656–670. https://doi.org/10.1353/csd.2011.0079 Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson.
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