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This paper focuses on the need to promote Educational Guidance for Family Life as a means to support families in developing a Positive Parenting role, as suggested by the Council of Europe (2006). This Recommendation is discussed in some detail and some measures that had been put into practice in Spain to support families under special circumstances are reviewed; in order to do so, Programme-Agreements which had been developed in recent years sponsored by both the central government and the Spanish Autonomous Cities and Communities are described. Moreover, other preventive and community measures focused on socio-educative support for all families through Positive Parenting Programmes are mentioned. This paper ends with some suggestions about actions which require a multidisciplinary, collaborative, network approach among the diverse social entities and institutions working in favour of families. [ABSTRACT FROM AUTHOR]

Europe has extraordinary and distinguished psychologists who have promoted education as an essential aspect of psychology since its inception. Although there has always been a need and justification to further develop the figure of the educational psychologist, it in fact developed in a particular way in each country and in a way adapted to their own needs. This has caused the development of psychology to be uneven in each country. The current situation means that the central issues facing psychologists, such as is their identity, training, and professional roles, still vary widely between European countries. Integration is therefore required to find agreement on the redefinition of the roles, training, professionalization and specialization in all countries of the European Union. This paper analyzes the initial and current situation of educational psychologists in several European countries and suggests some of the remaining tasks and initiatives that would affect a common framework for the educational psychologist in Europe. [ABSTRACT FROM AUTHOR]

In this paper, local and European education policies concerning bilingualism are reviewed. A number of concepts are used regarding the learning of a second language as educational method. Then, neuro-psychological processes underlying bilingualism are reviewed. Finally, their implications for learning a second language are addressed. [ABSTRACT FROM AUTHOR]