This article examines the significance of communication and interaction skills in higher education, particularly within disciplines focused on support and counseling.
Aiming to enhance both the learning and assessment of these skills, the study utilizes the Communication Skills Questionnaire (HABICOM) to evaluate the effectiveness of various interaction strategies among Psychology and Social Work students.
The study further suggests that assessment tools such as HABICOM facilitate feedback processes and learning self-regulation, which are essential in training future professionals in support fields.
Using a mixed-methods approach, the study explores the relationship between self-assessment and peer perception of skills, underscoring the value of precise, multi-source feedback.
Results reveal that both self-assessment and external evaluation capture essential skills like empathy, emotional expression, and non-verbal communication. Additionally, video analysis and rubric use support objective evaluation, enabling a deeper understanding of communicative competencies in counseling contexts.
In sum, this article underscores the importance of tools that facilitate feedback and interpersonal skill development in support-focused disciplines.
The findings indicate that implementing feedback strategies and detailed assessment of communicative competencies benefits not only academic performance but also students’ comprehensive preparation for future professional interactions.
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How to cite: Valencia-Naranjo, N., & Robles-Bello, M. A. (2022). Communication and Relationship Skills in Higher Education Disciplines Aimed at Counseling. RIED. Revista Iberoamericana de Educación a Distancia, 25(1), 323–341. https://doi.org/10.5944/ried.25.1.31327
