<div class="WordSection1"><p class="MUEXCLInormalCxSpFirst"><strong>Resumen</strong> La vida familiar se ha enfrentado a profundos cambios durante las últimas décadas experimentando transformaciones a nivel estructural, valorativo, actitudinal y funcional. En años recientes, especialmente a raíz de la crisis económica de 2008, el debate sobre la creciente desigualdad socioeconómica del mundo ha cobrado fuerza. Este debate se ha visto reforzado no sólo por concebir la pobreza desde una perspectiva económica sino también desde la social y de exclusión. Existen muy pocos estudios realizados en torno al tema de la monoparentalidad y la monomarentalidad. Este artículo se plantea con tres objetivos: Describir la evolución de los conceptos monoparental y monomarental, analizar su realidad y sus necesidades. Y finalmente, examinar la vinculación de la monomarentalidad con la exclusión social. La revisión constata la realidad creciente de estas familias junto a las necesidades vinculadas a las mismas y el riesgo de exclusión<strong>. </strong></p><p class="MUEXCLInormal"><strong>Abstract</strong> Family life has faced profound changes over recent decades, experiencing structural, evaluative, attitudinal and functional transformations. In recent years, especially as a result of the 2008 economic crisis, the debate over the growing socioeconomic inequality of the world has gained strength. This debate has been reinforced not only by conceiving poverty from an economic perspective but also from a social point of view of and as regards exclusion. There are very few studies on the issue of single parenthood and single motherhood. This article is presented with three objectives: to describe the evolution of the concepts single-parent and single-mother (Monoparental and Monomarental), to analyse their reality and their needs, and finally, to examine the link between single motherhood and social exclusion. The review notes the growing reality of these families together with the needs linked to them and the risk of exclusion.</p><p class="MUEXCLInormal"><strong>Keywords</strong> Monomarental, single parent, risk of social exclusion, family.</p></div><p class="MUEXCLInormal"> </p>

The aim of this article is to examine how EU lifelong learning policies are trying to reach the vulnerable by looking at what measures against social exclusion they offer and how equitable these measures are. It is a qualitative study that focuses on policy documents that form the European Union's legal and political frameworks of reference in the lifelong learning area since 1992. The document analysis has been complemented by semi-structured interviews with EU lifelong learning experts. The findings show that early school leavers and migrants are the main target groups in the policies, leaving many other groups at risk of being excluded from learning opportunities. There is not enough attention to measures addressing wider social phenomena. There is also an overemphasis on basic skills which are understood in a very narrow way as literacy and numeracy when referring to the vulnerable. We argue that a greater variety of measures as well as better targeted measures are needed to address the multiple and complex needs of the vulnerable. Such measures would allow a broader understanding of lifelong learning where those that are hardest to reach are offered learning opportunities independent of their personal and social circumstances

Strengthening social and emotional skills can be particularly relevant concerning the emerging skills need as it yields benefits for individuals’ successful development. A growing body of research suggests that social and emotional competences are associated with well-being and positive life and academic outcomes. Despite the notable benefits of social and emotional skills, assessment tools are still scarce or target specific risk and problematic behaviours. This systematic review seeks to address this gap and identify instruments measuring social and emotional skills for students in elementary through secondary education. This review also aims to describe the study characteristics and key features of the identified instruments and to assess the extent to which the instruments comprehensively evaluate the five Collaborative for Academic, Social, and Emotional Learning (CASEL) areas of competence. A systematic search of the literature was carried out in Scopus, Web of Science and ERIC databases. This review resulted in the identification of 25 unique assessments over a 20-year period, reported on the basis of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Our results suggest a rapid growth and notable advancements of social and emotional skills assessment systems and demonstrate the direct influence of the CASEL framework. Our results also show that a combination of multi-method and multi-informant assessment should be employed to effectively assess social and emotional skills. Thus, this paper contributes to support school-based practitioners and psychologists in their efforts to lead social and emotional skills instruction and assessment in routine educational practice.

The aim of the article is to analyse the concept of social exclusion in EU lifelong learning policies: how the concept has evolved from the 1990s in terms of meaning, definitions and closely connected concepts, what are the implications of this evolution, and whether there is coherence between the conceptual evolution and lifelong learning policy. Using a qualitative methodology, this article focuses on policy documents that form the European Union's legal and political framework of reference in the lifelong learning area in the last two and a half decades. A total of 59 documents issued between 1992 and 2017 have been analysed using content analysis. The analysis of the documents has been complemented by 6 semi-structured interviews with EU lifelong learning experts. The results show that the concept is narrowly defined in terms of specific groups at risk of being socially excluded and in terms of employability, thus individualising the problem of exclusion and distracting attention from structural factors.

El objetivo de este artículo es presentar los resultados obtenidos con la aplicación de un programa de autocontrol y desarrollo moral aplicado a menores de protección, acogidos en la red pública de hogares funcionales de Bizkaia, adjudicados al grupo de control y al grupo experimental. Tras la aplicación de un programa de autocontrol y desarrollo moral, se confirma parcialmente la hipótesis del estudio. Se han hallado en el post-test diferencias significativas en tres variables generales y en un subfactor de las seis variables evaluadas. El grupo experimental presenta menores dificultades de aprendizaje, justifica menos la agresión como forma de resolver conflictos interpersonales, mejora la percepción de la atmósfera socio-moral del hogar y se igualan las diferencias en cuanto al razonamiento moral que en el pre-test se habían detectado.Palabras clave: Programa educativo, menores de protección, autocontrol, desarrollo moral. Effects of an educational intervention programme on self-control and moral development in foster-home children