This article aims to bring into consideration the family as a focus of psychoeducational help. As a first step in that direction it is presented a critical view of the essentialist perspective on that subject. Then, family is presented as a context of human development and an educational locus that needs specific knowledge and practice in order to accomplish its socialization role. The conclusion points to the need of multidisciplinary research on the subject of psychoeducational help to families, so that scientific knowledge can subsidize practice in that field.
Family; Psychoeducational help to Families; Family and Education; Educational Practices in Education