Habilidades comunicativas y de relación en la educación superior de disciplinas dirigidas al asesoramiento

  1. Nieves Valencia-Naranjo 1
  2. Mª Auxiliadora Robles-Bello 1
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Año de publicación: 2022

Título del ejemplar: La educación en clave audiovisual y multipantalla

Volumen: 25

Número: 1

Páginas: 323-341

Tipo: Artículo

DOI: 10.5944/RIED.25.1.31327 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: RIED: revista iberoamericana de educación a distancia

Objetivos de desarrollo sostenible

Resumen

Communication and relationship skills are relevant in academic and professional activity in professions aimed at helping others. The planning of training activities aimed at interaction with others (e.g. peers) facilitates the acquisition of these skills, especially when it is promoted through feedback, more accurate evaluative judgments and the regularization of the learning process. Having instruments that facilitate effective feedback contributes to the planning of these training tasks, tools that should inform about skills that participate in counseling. In addition, they facilitate the efficient evaluation of the acquisition and learning in large groups of students. One of these instruments can be the Communication Skills Questionnaire (HABICOM). In this paper, various methodological aspects related to the use of communication and relationship skills assessment instruments in interaction situations were examined. The results obtained in the proposed objectives suggest that: (1) The confirmatory factor analysis indicates that the factorial structure of HABICOM and levels of reliability and validity are acceptable once some items are eliminated; (2) These self-perceived abilities are similar in Psychology and Social Work students; (3) There is a relationship in the perception of the communication skills shown during the interaction in a self-applied or hetero-applied format; (4) The perception of the partner measured with the HABICOM correlates with the perception of the helping skills during the interaction; (5) The analysis of the student's skills through video is related to the skills identified by the partner.

Referencias bibliográficas

  • American Psychological Association. (2019). Standards of accreditation for health services psychology. http://www.apa.org/ed/accreditation/about/policies/standards-of-accreditation.pdf
  • Bonacquisti, A., y McElwaine, P. (2019). An Experiential Approach to Teaching Counseling Skills: Instructional Modules for Undergraduate and Graduate Students in Psychology. Society for the Teaching of Psychology (STP). https://teachpsych.org/resources/Documents/otrp/resources/STP%20Teaching%20Resource%20-%20Counseling%20Skills%20-%20Final.pdf
  • Carless, D. (2020). From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education. https://doi.org/10.1177/1469787420945845
  • Cobb, C. L., Zamboanga, B. L., Xie, D., Schwartz, S. J., Martinez, C. R., y Skaggs, S. (2020). Associations among the advisory working alliance and research self-efficacy within a relational-efficacy framework. Journal of Counseling Psychology, 67(3), 361-370. https://doi.org/10.1037/cou0000389
  • Doucet, S., Buchanan, J., Cole, T., y McCoy, C. (2013). A team approach to an undergraduatee interprofessional communication course. Journal of Interprofessional Care, 27(3), 272-273. https://doi.org/10.3109/13561820.2012.743978
  • Goodie, J. L, Bennion, L. D., Schvey, N. A., Riggs, D. S., Montgomery, M., y Dorsey, R. M. (2021). Development and implementation of an objective structured clinical examination for evaluating clinical psychology graduate students. Training and Education in Professional Psychology. https://doi.org/10.1037/tep0000356
  • Goodyear M. D., Krleza-Jeric K., y Lemmens T. (2007). The Declaration of Helsinki. BMJ, 335, 624‐625. https://doi.org/10.1136/bmj.39339.610000.BE
  • Gros Salvat, B., y Cano García, E. (2021). Procesos de feedback para fomentar la autorregulación con soporte tecnológico en la educación superior: Revisión sistemática. RIED. Revista Iberoamericana de Educación a Distancia, 24(2), 107–125. https://doi.org/10.5944/ried.24.2.28886
  • Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E., y Mahoney, P. (2019). Conditions that enable effective feedback. Higher Education Research & Development, 38(7), 1401-1416. https://doi.org/10.1080/07294360.2019.1657807
  • Henseler, J., Ringle, C. M., y Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modelling. Journal of the Academy of Marketing Science, 43(1), 115-135. https://doi.org/10.1007/s11747-014-0403-8
  • Hernández-Jorge, C., y de la Rosa, C. M (2017). Habilidades comunicativas en estudiantes de carreras de apoyo frente a estudiantes de otras carreras. Apuntes de Psicología 35, 93-104. http://www.apuntesdepsicologia.es/index.php/revista/article/view/663
  • Hernández-Jorge, C., y de la Rosa, C. M. (2018). Percepción de mejora de las habilidades comunicativas en estudiantes universitarios. Revista de la Educación Superior 47(186), 119-135. https://doi.org/10.36857/resu.2018.186.351
  • Hill, C. E. (2020). Helping skills: Facilitating Exploration, Insight, and Action (5th ed.). American Psychological Association. https://doi.org/10.1037/0000147-000
  • Hill, C. E., Anderson, T., Kline, K., McClintock, A., Cranston, S., McCarrick, S., Petrarca, A., Himawan, L., Pérez-Rojas, A. E., Bhatia, A., Gupta, S., y Gregor, M. (2016). Helping skills training for undergraduate students: Who should we select and train? ΨThe Counseling Psychologist, 44, 50-77. https://doi.org/10.1177/0011000015613142
  • Hill, C. E., y Kellems, I. S. (2002). Development and use of the Helping Skills Measure to assess client perceptions of the effects of training and helping skills in sessions. Journal of Counseling Psychology 49(2), 264-272. https://doi.org/10.1037/0022-0167.49.2.264
  • Hill, C. E., Roffman, M., Stahl, J., Friedman, S., Hummel, A., y Wallace, C. (2008). Helping skills training for undergraduates: Outcomes and predictions of outcomes. Journal of Counseling Psychology, 55(3), 359-370. https://doi.org/10.1037/0022-0167.55.3.359
  • Ibarra-Sáiz, M. S., y Rodríguez-Gómez, G. (2020). Aprendiendo a evaluar para aprender en la educación superior. Revista Iberoamericana de Evaluación Educativa, 13(1), 5-8. https://doi.org/10.15366/riee2020.13.1.005
  • Jaeken, M., Zech, E., Brison, C., Verhofstadt, L. L., Van Broeck, N., y Mikolajczak, M. (2017). Helpers' self-assessment biases before and after helping skills training. Frontiers in psychology, 8, 1377. https://doi.org/10.3389/fpsyg.2017.01377
  • Johnson, E. A. (2019). Recommendations to enhance psychotherapy supervision in psychology. Canadian Psychology/Psychologie Canadienne, 60(4), 290–301. https://doi.org/10.1037/cap0000188
  • Kee, J., Khoo, H. S., Lim, I., y Koh, M. Y. H. (2018). Communication skills in patient-doctor interactions: Learning from patient complaints. Health Professions Education, 4(2), 97-106. https://doi.org/10.1016/j.hpe.2017.03.006
  • Kline, R. B. (2015). Principles and Practice of Structural Equation Modeling. Guilford Press.
  • Kuntze, J., van der Molen, H. T., y Born, M. (2018). Mastery of communication skills. Does intelligence matter? Health Professions Education, 4, 9. https://doi.org/10.1016/j.hpe.2016.08.002
  • Norcross, J. C., y Lambert, M. J. (2018). Psychotherapy relationships that work III. Psychotherapy, 55(4), 303-315. https://doi.org/10.1037/pst0000193
  • Panadero, E., Andrade, H., y Brookhart, S. (2018). Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45, 13-31. https://doi.org/10.1007/s13384-018-0258-y
  • Panadero, E., Broadbent, J., Boud, D., y Lodge, J. M. (2019). Using formative assessment to influence self- and co-regulated learning: The role of evaluative judgement. European Journal of Psychology of Education, 34(3), 535-557. https://doi.org/10.1007/s10212-018-0407-8
  • Panadero E., Jonsson A., y Strijbos J. W. (2016) Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. En D. Laveault y L. Allal (Eds.), Assessment for Learning: Meeting the Challenge of Implementation. The Enabling Power of Assessment (pp. 311-326). Springer. https://doi.org/10.1007/978-3-319-39211-0_18
  • Ruíz, J., Bados, A., Fusté, A., García-Grau, E., Saldaña, C., y Lluch, T. (2016). Aprendizaje experiencial de habilidades terapéuticas y análisis de su utilidad en función de la personalidad. Behavioral Psychology (Psicología Conductual), 24(3), 405-422. https://www.behavioralpsycho.com/producto/aprendizaje-experiencial-de-habilidades-terapeuticas-y-analisis-de-su-utilidad-en-funcion-de-la-personalidad/
  • Tai, J., Ajjawi, R., Boud, D., Dawson, P., y Panadero, E. (2018). Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education, 76, 467-481. https://doi.org/10.1007/s10734-017-0220-3
  • Vacha-Haase, T., Elman, N. S., Forrest, L., Kallaugher, J., Lease, S. H., Veilleux, J. C., y Kaslow, N. J. (2019). Remediation plans for trainees with problems of professional competence. Training and Education in Professional Psychology, 13(4), 239-246. https://doi.org/10.1037/tep0000221
  • Van der Molen, H. (2020). Successful Communication Skills Training for the Health Professions. Health Professions Education, 6(1), 1-2. https://doi.org/10.1016/j.hpe.2019.08.001
  • Villarroel, V., y Bruna, D. (2019). ¿Evaluamos lo que realmente importa? El desafío de la evaluación auténtica en educación superior. Calidad en la Educación, 50, 492-509. https://doi.org/10.31619/caledu.n50.729
Fuente de los datos: Dialnet