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La terapia narrativa surge como una propuesta de intervención, debido a que este modelo permite que las personas puedan generar un proceso donde se desarrolle de manera integral lo que han padecido, y, de esa manera, poder resignificarlo; consiguientemente, cada paciente puede, así, superar la experiencia traumática (Ihl y Diaz, 2021). Método: Este trabajo de integración final de diseño teórico de revisión bibliográfica se propuso analizar la posible eficacia de la terapia narrativa como intervención clínica con jóvenes que han sido víctimas del abuso sexual infantil. Síntesis y conclusiones: La terapia narrativa propone un espacio respetuoso, flexible y de contención; se establece un entorno en el que el paciente tiene la oportunidad de contar su experiencia traumática, sin estar obligado a relatarla. Es decir, este abordaje no se enfoca en la exposición del trauma, ni exige que la persona relate la situación de abuso en un momento específico; la terapia narrativa propone trabajar con los efectos y las consecuencias del trauma AU

Narrative therapy emerges as an intervention proposal because this model allows people to generate a process where what they have suffered is developed in an integral way, and, in this way, to resignify it; consequently, each patient can thus overcome the traumatic experience (Ihl & Diaz, 2021). Method: This work offinal integration of theoretical design of bibliographic review was proposed to analyze the possible effectiveness of narrative therapy as a clinical intervention with young people who have been victims of child sexual abuse. Synthesis and conclusions: Narrative therapy proposes a respectful, flexible, and supportive space; an environment is established in which the patient has the opportunity to recount his traumatic experience, without being obliged to recount it. In other words, this approach does not focus on the exposure of the trauma, nor does it require the person to report the situation of abuse at a specific time; Narrative therapy proposes working with the effects and consequences of trauma AU

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La presentación de un evento traumático único o sistemático en la infancia, puede afectar el curso normal del desarrollo psíquico del infante en sus etapas evolutivas si no es abordado oportuna y adecuadamente. Métodos: Se realizó una búsqueda de artículos, de los últimos 5 años, que abordasen el efecto de la Terapia Cognitivo Conductual Centrada en el Trauma (TCC-CT) en niños y adolescentes. Resultados: Las experiencias de trauma en la primera infancia son un problema real y no infrecuentes, con efecto sobre varios dominios del desarrollo y salud del infante, por ello, es de gran importancia un tratamiento oportuno basado en la evidencia. Esta terapia es un tratamiento efectivo y ampliamente utilizado para abordar el trauma infantil. Discusión: Los artículos revisados, respaldan la TCCCT como un tratamiento efectivo y ampliamente utilizado para abordar el trauma infantil, con vasta evidencia.

The presentation of a single or systematic traumatic event in childhood can affect the normal course of the infant's psychic development in its evolutionary stages if it is not approached in a timely and adequate manner. Methods. A search was carried out for articles, from the last 5 years, that addressed the effect of Trauma-Focused Cognitive Behavioral Therapy (CBT-CT) in children and adolescents. Results. The experiences of trauma in early childhood are a real problem and not infrequent, with an effect on several domains of development and health of the infant, therefore, the great importance of a timely treatment based on evidence. This therapy is an effective and widely used treatment to address childhood trauma. Discussion. The revised articles support CBT-CT as an effective and used treatment to address childhood trauma, with ample evidence.

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Psychology, as a diverse social practice, must take a stance regarding the colonial world-system that legitimises the hegemonic production of knowledge. Decolonising community psychology requires the transformation of its practices to face cultural and institutional systems that reproduce inequality in colonial contexts as well as the validating of indigenous knowledge. Reflecting on an intervention in response to the devastation of Hurricane Maria in Puerto Rico, this paper highlights the importance of a community psychological practice that promotes the search for self-determination and autonomous organising or autogestión. Following the notion that community psychologists should be social change agents whose professional activity constitutes a political act, our proposal is to stress decoloniality as a pedagogical practice, incorporating its principles to everyday interactions with diverse people, groups, organisations and communities. Self-determination refers to the ability for people, groups, neighbourhoods and communities to recognise the demands of their contexts and respond in ways that potentiate control over their own lives simultaneously with the search and action for collective well-being. Autonomous organising aims at individual and collective empowerment, to demand from official institutions and agents what their rights are, when they need it, by organising contestant responses to the systematic injustices and the abandonment of colonial instances.

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This article describes a psychic function common to analysts that was gradually revealed through clinical work with children. It is a psychic quality derived from function α, which involves analysts' capacity for reverie - their narrative function. The author presents two clinical situations where this function developed in the analytic field in relation to patients' difficulty in symbolizing. In the first case there was an early traumatic experience unavailable for representation. The analyst lent the patient her ability to represent and produced a narrative that made it possible to create a world of phantasies and transform nightmares into 'dreamable' dreams. In other words, she removed the quality of unbearable, irrepresentable reality that characterized those raw experiences encrypted in the psyche. In the second case the analyst's narrative function sought to connect with the isolation, the shell that housed a child suffering from an autistic disorder whose ability to represent had not been established. The analyst provided meaning for the patient's repetitive, stereotyped play, thus weaving the child's subjectivity and gradually introducing a notion of alterity. The author seeks to show how this function, in the thematic construction of the session, facilitated both the working-through of a traumatic situation (with the ability to share representations) and the constitution of the psychic fabric.

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Clinical and psychosocial assistance demand that we try and understand the complex effect traumatic events have on people and their subjectivity, as well as on our own stance and reference framework. Traumatic situations of social origin affect groups of individuals and the State is to some extent responsible for their genesis and the resolution of their effects. In our professional practice we are faced with problems that concern both the individuals and the relationships they establish. The way highly traumatic events are dealt with is in?uenced by various factors that challenge our therapeutic theories and approaches. The crisis of our time, characterized by uncertainty, violence patterns, intolerance of differences, fracture of social bonds, combined with major technological developments and subjective changes, triggers new and complex ways of connection -even hyperconnectivity- through social media. These vicissitudes of our time confront us with new expressions of discomfort about our own place in the world, deeply affect our identities and reinforce the suffering we experience when faced with the emergency of the devastating power of social trauma. Thus, they become part of our current challenge as professionals.

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Exposure to traumatic events is frequent in the general population and psychiatric sequelae such as post-traumatic stress disorders are common. The symptoms of psychiatric sequelae after trauma are vague, with multiple psychological and physical symptoms, which can confuse the health care professional. This paper seeks to facilitate the work in primary care, providing practical information about the diagnosis, initial management and referral of patients who have suffered traumatic experiences. Some early interventions and treatments are suggested.

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