BACKGROUND Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is a virus of zoonotic origin that can bind to ACE2 receptors on the cells of many wild and domestic mammals. Studies have shown that the virus can circulate among animals mutate, lead to animal-to-human zoonotic jump, and further onward spread between humans. Infection in pets is unusual, and there are few human-to-pet transmission reports worldwide. OBJECTIVE To describe the SARS-CoV-2 infection in a domestic animal in Córdoba, Colombian Caribbean region. METHODS A cross-sectional molecular surveillance study was carried out, oral and rectal swabs were taken from cats and dogs living with people diagnosed with coronavirus disease 2019 (COVID-19). RESULTS SARS-CoV-2 was found in a cat living with a person with COVID-19. Genome sequencing showed that the B.1.111 lineage caused the infection in the cat. The owner’s sample could not be sequenced. The lineage is predominant in Colombia, and this variant is characterised by the presence of the D614D and Q57H mutation. CONCLUSION The present work is the first report of an infected cat with SARS-CoV-2 with whole-genome sequencing in Colombia. It highlights the importance of detecting SARS-CoV-2 mutations that could promote the transmissibility of this new coronavirus. There is still a significant information gap on human-to-cat-to-human infection; we encourage self-isolation measures between COVID-19 patients and companion animals. The findings of this study give a preliminary view of the current panorama of SARS-CoV-2 infection in animals in Colombia.

Abstract Antisocial behaviors that persist during adolescence may imply a progressive social imbalance for the individual. Educational and psychosocial intervention in these adolescents requires a high specialization, since when the violation of the law is presented as a persistent pattern of behavior it would be associated with a disadvantaged family, school and social environment where the adolescent experiences difficulties in solving basic needs and seeks alternative ways of coping with life events, adapting to particular contexts, which can often be more reinforcing, ignoring the general social context. This persistent group presents a lot of heterogeneity both in psychological aspects and in criminal behavior, observing different criminal trajectories that require different types of intervention, which further complicates the work of the intervention teams. The trajectories observed in men and of increasing complexity would be: (a) determined by contextual risk factors; (b) adolescents with stories of violation of rights and abandonments; (c) adolescents with traumatic situations in their lives, disruptive behaviors and disorganized functioning; (d) adolescents socialized in criminogenic contexts with stories of rape in them, leading them to an antisocial functioning focused on their personal well-being; (d) adolescents socialized in criminogenic contexts, seeking to validate themselves socially, strengthening their personal identity through countercultural behaviors (Alarcón, et al., 2012). Through a case control design, we seek to identify the specialized skills to which a training program for intervention in adolescent social maladjustment must respond. Eight professionals who participated in a specialized training process (cases) and eight professionals without training (controls) were interviewed. From the content analysis, seven macro competences were validated before a group of experts: (a) Develop a comprehensive, informed and coherent framework on the process of social maladjustment of adolescents and their context of focus; (b) Design and develop an evaluation process of the adolescent of attention; (c) Intervene with the adolescent; (d) Evidence of ethical behavior in the intervention; (e) Develop the constant self-knowledge of the intervener; (f) Promote and develop a helping relationship with the adolescent, and (g) Exhibiting behaviors and skills that promote teamwork. The results confirm specialized competences that emphasize a differentiated vision of the adolescent and the work team as a source of validation in decision making. Similarly, those with training highlight skills related to knowledge, a prospective perspective and know-how; while those who have not received training highlight the attitudes associated with knowing how to be. The need to evaluate the specialization of professional teams that intervene with adolescents who violate the law is discussed, facilitating the development of knowledge, abilities and skills, without neglecting the development of reflective attitudes in the training processes of each professional and within the teams, to promote continuous improvement. As limitations of this study, it is considered that the participants were officials who participated in a training process (cases) and other officials from institutions with similar demographic characteristics but without systematic training (controls); This involved accessing professionals between the ages of 30 and 45, not being able to know the perspective of those under 30 or over 45, or service personnel who share daily with adolescents, being able to link up and influence their changes. As challenges for future research, it is necessary to have indicators to verify competence and observe it with respect to its adjustment with the distinctive characteristics of adolescents. Along with this, the need to observe in greater detail the possibilities of educational and psychosocial intervention in family, school and community contexts that are estimated to involve eventual crisis scenarios for adolescents at the time of reintegration is observed. The above to effectively promote interventions that allow adolescents to exercise their role as citizens.

Resumen Los comportamientos antisociales que persisten durante la adolescencia, pueden implicar para el individuo un progresivo proceso de desadaptación social, por el cual los adolescentes van progresivamente alejándose de las normas de sus contextos sociales. La intervención educativa y psicosocial en desadaptación social adolescente requiere de una alta especialización, sin embargo, trabajadores sociales, psicólogos y educadores señalan no contar con competencias claras para hacer eficaces sus intervenciones. Mediante un diseño de casos y controles, se buscó identificar las competencias especializadas a las que debiese responder un programa de formación para la intervención en desadaptación social adolescente. Se entrevistó a ocho profesionales del ámbito psico-socio-educativo que participaron de un proceso de formación especializada (casos) y ocho profesionales sin la formación (controles). Emergieron siete macrocompetencias, validadas ante grupo de expertos: (a) Desarrollar un marco integral, informado y coherente sobre el proceso de inadaptación social de los adolescentes y su contexto de enfoque; (b) Diseñar y desarrollar un proceso de evaluación del / la adolescente de atención; (c) Intervenir con el adolescente; (d) Evidencia de comportamiento ético en la intervención; (e) Desarrollar el autoconocimiento constante del interviniente; (f) Promover y desarrollar una relación de ayuda con el adolescente, y (g) Exhibir comportamientos y habilidades que favorecen el trabajo en equipo. Quienes tienen formación destacan las competencias relacionadas a los conocimientos, una mirada prospectiva y el saber hacer, mientras que quienes no han recibido formación destacan el saber ser. Se discute respecto a la necesidad de enfatizar el saber ser en los procesos de formación.

La evaluación de competencias psicoeducativas resulta trascendental en el diseño de formación especializada para mejorar la intervención de quienes trabajan con adolescentes infractores. A través de un diseño cuasiexperimental pre y post, se evaluó el impacto de un proceso de formación en las competencias psicoeducativas de grupos de profesionales y técnicos. Utilizando el instrumento Test de Competencias Psicoeducativas, se observó que estas aumentan después de un proceso de formación especializado especialmente en técnicos, y preferentemente en la capacidad de planificación en ambos grupos. Se discuten los resultados en torno a las distinciones que se deben considerar en un programa de formación idóneo para cada grupo objetivo.

The assessment of psychoeducational skills is crucial in the design of specialized training to enhance the involvement of those working with offenders. Through a pre and post quasi-experimental design, we evaluated the impact of a process of training in psycho-educational skills of professionals and technicians. Using the Psychoeducational Competency Test, found that these skills improve after a specialized training process, especially in the technical group and preferably in the planning capacity in both groups. Results are discussed regarding the distinctions that should be considered in an appropriate training program for each target group.

Hongos formadores de micorrizas arbusculares (HFMA) obtenidos a partir de suelos caucheros se multiplicaron en plantas de Lolium sp., con 73% de colonización radical luego de cuatro meses. Se obtuvieron siete morfotipos de HFMA, con los cuales se inocularon dos grupos de plántulas de Hevea brasiliensis: 1) producidas in vivo a partir de semilla; 2) producidas in vitro por rescate de embrión, para determinar efectos sobre mortalidad, crecimiento, micorrización y contenido de fósforo foliar. Los niveles de colonización por HFMA para las plántulas obtenidas in vitro e in vivo fueron de 12,6% y de 44,7%, respectivamente. La biomasa media total acumulada por las plántulas producidas in vitro fue de 0,41 y de 1,40 g por las procedentes del material in vivo, en comparación con los controles no inoculados, los cuales acumularon 0,37 y 0,40 g , respectivamente. El tratamiento con HFMA disminuyó la mortalidad en las plántulas obtenidas in vitro, aunque no tuvo un efecto significativo sobre el contenido de fósforo foliar. La respuesta del crecimiento de las plántulas inoculadas fue diferente dependiendo del origen del material vegetal y del tipo de inóculo (nativo o no nativo). La simbiosis entre HFMA y H. brasiliensis se desarrolló en condiciones controladas de crecimiento, aunque su avance dependió del estado de desarrollo de la plántula. No obstante, influyó en el crecimiento y en la disminución de la mortalidad de las plántulas, lo que abre la posibilidad de utilizarla como alternativa de inoculación en las fases tempranas de obtención del material vegetal.

Hevea brasiliensis rubber plants were inoculated with native arbuscular mycorrhizal fungi (AMF) during their greenhouse acclimatization. The AMF were multiplied for 4 months associated with Lolium sp. plants having 73% root colonization. Seven morphotypes were obtained. Two different groups of H. brasiliensis plants were inoculated with these morphotypes to determine AMF effect on mortality rate, growth, mycorrhization and leaf P content: those produced in vivo by seed germination and those produced in vitro by micropropagation. Plantlets produced in vitro returned 12.6% AMF colonization and 0.41 g accumulated dry biomass, whereas seedlings produced in vivo had 44.7% and 1.40 g , respectively, compared to control plants with no AMF inoculation which accumulated 0.37 g (in vitro) and 0.40 g (in vivo). AMF inoculation reduced the plants’ mortality rate regarding in vitro produced material; however, it did not influence foliar P content. Inoculated plants’ growth response was different, depending on plant material and the kind of inoculum used (native or foreign). Symbiosis developed between AMF and H. brasiliensis in controlled growth conditions although its advance was limited by the plants’ growth stage. Nevertheless, such association influenced inoculated plants’ biomass accumulation and decreased their mortality rate and could be used as an alternative treatment during the earliest stages of H. brasiliensis plantlet production.