In previous works it has been pointed out that the exercise of Psychology is not limited to a single type of practice; On the contrary, psychologists perform philosophical, theoretical, technological, professional and transdisciplinary practices. Derived from the above in the present work, it is argued that teaching-learning Psychology demands that the aforementioned practices be taught-learn, to a greater or lesser extent. Based on this, (a) the specific characteristics of each practice are described roughly; (b) there is an aroused presentation of the main interbehavioral theoretical contributions regarding the teaching-learning of Psychology, the didactic interaction and the teacher's performance, which have focused on the learning of the practice of scientific investigation and its teaching; and, derived from the previous points, (c) some reflections are presented regarding the teach...

Introduction: The logical errors of visions adopted by dualistic positions are described and indicated, specifically in the context of cases that an individual reports suffering symptoms of a disease without a medically and verifiable pathological. According to this logic, the mental can suffer disease and affect the behavior. Method: A case of an adult man reporting different illnesses is exposed on this paper. The medical studies carried out do not confirm the presence of any pathology. This case is studied from a naturalistic and field perspective by applying the methodology of Contingential Analysis derived from interbehavioral psychology. The factors, circumstances and value criteria related to the presentation of the "illness behavior" of the psychological service user are identified. An intervention was designed and implemented to modify these aspects.&nbs...