Student mental health issues on college and university campuses may affect not only the students but also a wider constituency across campus. The researcher utilized relational cultural theory (RCT), a theory rooted in mental health counseling, as a framework for the study. This study examined how the severity of mental health issues or symptoms disclosure in advising sessions influenced advising practices. The researcher surveyed 495 participants that were current or former professional or faculty advisors. This researcher conducted t-tests to determine the differences between professional and faculty advisors and concluded that professional advisors were more developmental and more likely to personalize the student's education than faculty advisors. Additionally, there searcher investigated how the severity level of mental health issues or symptoms disclosure affects advising practices and session length by performing one-way repeated measures ANOVAs. The results indicated that academic advisors varied their use of advising practices according to the level of severity of mental health issues or symptoms disclosure. These findings were in alignment with the tenets of RCT, which include mutual engagement, authenticity, addressing connections and disconnections, and empowerment. The level of mental health issues or symptoms disclosure had a direct influence on the length of the advising session; advisors spent the least time with the student that did not disclose a mental health issue and the most time with the severest scenario. This researcher concluded that students revealing mental health issues or symptoms changed the advising behaviors according to the situation disclosed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]