Courses on professional communication and conversation management with target audiences are central components of psychosocial and educational degree programs. The underlying training didactics, however, is still more experience-based than theoretically and empirically grounded. The effects of conversation training are empirically under-researched and are viewed very controversially. This book examines the effects of a strong learning environment on the acquisition of communication and conversational skills among social work students. It describes the teaching-learning environment and reconstructs its effects on the study group. With suggestions for the design and optimization of communication and conversation training in educational and psychosocial degree programs, it proposes solutions for the effective promotion of social-communicative action.