Department of Psychology. Address. P.O. Box 9, (Siltavuorenpenger 20 D) FI UNIVERSITY OF HELSINKI. Web-page.

Transcription

1 Department of Psychology Annual Report 2005

2 2 Department of Psychology Address P.O. Box 9, (Siltavuorenpenger 20 D) FI UNIVERSITY OF HELSINKI Web-page Telephone Administration Tuition Annual Reort 2005 Cover & layout: Cover photos: Photographs: Max Ingman Seppo Salminen Seppo Salminen Max ingman

3 3 Foreword Dear Reader, The year 2005 was successful for the Department of Psychology in many ways. Most importantly, the Department got the highest grade, together with 19 other departments and research institutes of the University of Helsinki, in the Research Assessment Exercise 2005, where panels formed by international experts reviewed the quality of research conducted at 75 units of the University in This resulted in direct additional funding for the years to the Department, as well as to the Faculty of Behavioural Sciences, where also the Department of Education received the highest grade in this evaluation. Moreover, the Department of Psychology was chosen, together with Department of Social Psychology and Faculties of Medicine, Pharmacology, and Theology, as a Quality Unit 2006 of the University oh Helsinki for the high quality of its teaching activities. Also this evaluation resulted in additional funding to the Department of Psychology. This annual report, available at the Web site describes our scientific and educational productivity in the year We would like to thank Max Ingman, Hilkka Pakarinen, and Otto Lappi for their help in preparing this report. Kimmo Alho Professor Head of the Department of Psychology Marjaana Lindeman University Lecturer, Docent Vice Head of the Department of Psychology

4 4 SCIENTIFI IC PRODUCTIVITY INI 2005 As seen in Figure 1, in the year 2005, the staff of the Department of Psychology published 126 articles in peer-reviewed, mostly international scientific journals (the category B1 in the JULKI database of the University of Helsinki). The scientific productivity at the Department of Psychology is a result of research activities of the Department s teaching staff, doctoral students, post-doctoral researchers, and senior scientists forming over 23 research units and groups of the Department of Psychology. The largest of them is the Cognitive Brain Research Unit, which also coordinates the Helsinki Brain Research Centre, a joint effort of six laboratories forming one of the national Centers of Excellence in Scientific Research. The other research units and groups are organized under the nine sections of the Department (for activities of each unit/group, see Section of Clinical Psychology - Clinical Health Psychology - Forensic Psychology Research Group -The Clinic Projects in Mental Health Section of Developmental Psychology - Developmental Psychology Research Group Section of Neuropsychology - Apperception & Cortical Dynamics (ACD) - Attention and Memory Networks - Early Auditory Skills - Neuropsychology Research Group Section of Perceptual and Cognitive Psychology - Research on Everyday Thinking - Visual Science Group - Working Memory and Cognition

5 5 Section of Personality Psychology - Personality and Well-being - Psychosocial Factors Predicting Health - Somatic Illness and Development in Adolescence Section of Psychology of Work, Technology and Organizations - Centre for Research on Networked Learning and Knowledge Building - Human Factors and Safety Behavior Group - Psychology of Digital Life - Visual Quality Section of Psychometrics - Self Presentation and Values Research Group Section of Traffic Psychology - Traffic Research Unit Section of Cognitive Science - Brain Oscillations and Cognitive Processes - Lexicon in the Human Brain Research Project Personnel of the Department of Psychology in the annual Tvärminne Seminar, in Spring 2005.

6 6 As a result of quantity and quality of the research conducted at the Department of Psychology, it received the highest grade in the Research Assessment Exercise 2005 of the University of Helsinki, where international experts reviewed the research activities in at 75 units of the University. FIGURE 1. Peer-reviewed journal articles produced at the Department of Psychology in (i.e., category B1; As seen in Figure 2, the financial resources received by the department from the budget of the University of Helsinki decreased in 2005 compared with the two preceding years. Fortunately, external funding to the Department s research units and groups has increased over the years and now it approximately matches the budget funding. The largest portion of the external resources of the Department consists of the competed research funding from Academy of Finland (over 1.4 million in 2005). In its part, the

7 7 large proportion of external funding demonstrates the quality and competitiveness of research conducted at the Department of Psychology University budget (1000 ) External funding (1000 ) FIGURE 2. Funding of the academic activities (in 1000 ) at the Department of Psychology in from the budget of the University of Helsinki (red bars) and from external sources (green bars). In 2005, there were over 100 students with Psychology and 20 students with Cognitive Science as their major subject aiming at a Licentiate/PhD degree at the Department of Psychology (Figures 3 and 4).

8 FIGURE 3. The total number of MA (red bars) and Licentiate/PhD (green bars) students enrolled at the Department of Psychology in with Psychology as their major subject FIGURE 4. The total number of MA (red bars) and Licentiate/PhD (green bars) students enrolled at the Department of Psychology in with Cognitive Science as their major subject.

9 9 Six doctoral dissertations were approved at the Department of Psychology in 2005 (Figure 5). A majority of these theses were prepared in the research units and groups of the Department of Psychology. Most of them consisted of 4 or more scientific articles published in international, peer-reviewed journals and 5 of them got the highest (laudatur) or the second highest grade (eximia cum laude approbatur) on the 8-step grading scale. In addition, 9 post-graduate students of the Department achieved their Licentiate of Psychology degree in different Specialization Programs organized by Psykonet, the network of the six departments of psychology in Finland FIGURE 5. The number of MA (red bars), Licentiate (green bars), and PhD (yellow bars) degrees with Psychology as the major subject obtained at the Department of Psychology in

10 FIGURE 6. The number of MA (red bars), Licentiate (green bars), and PhD (yellow bars) degrees with Cognitive Science as the major subject obtained at the Department of Psychology in

11 11 TEACHIING ACTIIVIITIIES IIN 2005 In 2005, there were over 400 students with Psychology and 80 students with Cognitive Science as their major subject aiming at an M.A. degree at the Department of Psychology (Figures 3 and 4). 54 students of them got the M.A. degree in Of these students, 47 had Psychology and 7 had Cognitive Science as their major subject (Figures 5 and 6). The Department of Psychology was chosen, together with Department of Social Psychology and Faculties of Medicine, Pharmacology, and Theology, as a Quality Unit 2006 of the University oh Helsinki for the high quality of its teaching activities. Reform of the Degree Structure Following the Bologna Declaration 1999, the Finnish Ministry of Education launched a reform of the Finnish higher education system. At the Department of Psychology, the reform was realized in 2005 in that students entering the Department in autumn 2005 or after will complete their degrees in accordance with the new degree system. To update the degree requirements and the curriculum, all teaching sections conducted a thorough curriculum core analysis in co-operation with students. In the new system, the basic degree has been divided into two levels, i.e., the lower academic degree (Bachelor s degree) and the higher academic degree (Master s degree). All students admitted to the Department of Psychology nevertheless continue to receive the right to pursue studies leading to the Master s degree. The academic year has been divided into four teaching periods, each beginning and ending at the same time throughout the University.

12 12 The students workload has been defined as 1600 hours per year, which results in 60 credits in completed studies. The Bachelor s degree (180 credits) may thus be completed in three years and the Master s degree (120 credits) may be completed in two years. The Bachelor s degree includes a thesis (six credits), the scope of the Master s thesis is 40 credits. Contents of Education The teaching activities at the Department of Psychology are divided into nine sections emphasizing the main fields of knowledge at the department. Eight of these sections are in the field of Psychology. They are (in alphabetical order): Clinical Psychology; Developmental Psychology; Neuropsychology; Perceptual and Cognitive Psychology; Personality Psychology; Psychology of Work, Technology and Organizations; Psychometrics; and Traffic Psychology. The ninth section is Cognitive Science, which is the other major subject taught at the Department of Psychology (see also The sections are staffed by the holders of teaching positions (professors and university lecturers) and by other members of the Department s research groups. It should be noted that the master s and doctoral theses are mainly prepared and supervised within the research groups of the Department. Clinical Psychology Clinical psychology is one of the core areas for students intending to become licensed psychologists. The aim of the clinical learning program is to provide a suitable context for strengthening the connections between scientific rationale and clinical understanding and skills. An introductory course in Clinical Psychology I is included in the first-year studies at the spring semester. The goal is to offer research-based knowledge in questions of clinical psychology. The lectures present principal clinical paradigms, psycho-bio-social approaches to abnormal behavior, epidemiological issues, preventive mental care and rehabilitation psychology. Clinical Psychology II during the second study year aims to

13 13 deepen the understanding of mental health and psychotherapy. Optional, but popular courses offered in the year 2005 were the special courses Psychotherapies Psychological Trauma Interventions, and Fundamentals of Criminal and Forensic Psychology. The continuum of Clinical Skills is obligatory to all students aiming at an MA degree in Psychology. Teaching strategies emphasize problem-based learning, metacognitive reflections, and group-work. Courses on three different levels (modules) are organized each year. The students usually enter the continuum on their third study year. During the fall term there is a course on Basics of Client Work for Psychologists, where the issues on ethics, professionalism and intrapersonal and interviewing skills are practiced. A course on the Fundamentals of Psychological Testing as well as Practical Course in Test methods are organized every spring and the three courses combined complete the Module I. Module II consists of parallel courses on assessment of mental health and neuropsychological problems of adults and young adults. Module III consists of a Clinical Case Seminar where each student goes out on the field for a full case observation and assessment, presenting the case later to the groups and also participating in group discussions. Seminars are held on both fall and spring term. The Section of Developmental Psychology is responsible for organizing the courses pertaining to children on Modules II and III. A Training Seminar for students doing their internship (an obligatory 5-month period of supervised field training as a psychologist) is also arranged every year during both fall and spring term. The internship period and the adjoining Training Seminar are usually situated at the very end of the studies.

14 14 Developmental Psychology Developmental psychology studies are designed to provide students with a broad academic background in developmental psychology and competence in clinical child psychology. The studies are oriented toward examination of basic theoretical and research issues without forgetting the link to clinical/applied child psychology. Developmental psychology studies also promote interdisciplinary outlook on contemporary problems of human development (e.g., pediatrics, endocrinology, and neurology). Studies cover the whole life span starting from the prenatal period. Furthermore, students are encouraged to be actively involved in Developmental Psychology Research Group's projects (e.g., the GLAKU project), which concern developmental psychology questions ranging from normal development to development of groups in high risk. Through participating in the research projects students also achieve most recent knowledge in methodological and statistical approaches to study human development. Developmental psychology studies in included the courses Developmental Psychology I-IV, Clinical Child Psychology II and III (as a part of the vocational education of clinical psychologist), and master's thesis seminars and research practicing. Developmental Psychology I included lectures organized by Psykonet. Developmental Psychology II was a Webbased course that deepened developmental issues. During course II students learned to read critically and comment newest research articles as well as link that knowledge in practice via imaginary cases. Developmental Psychology III and IV were organized as practical courses combining clinical practice and teaching aiming at deepening theoretical understanding. Clinical child psychology courses offered students new intervention

15 15 methods and the first clinical contact to children. During several developmental psychology master's theses were completed. Neuropsychology The Section of Neuropsychology is responsible for courses in neuropsychology and cognitive neurosciences. Tuition of professional practice in clinical neuropsychology is described above by the Section of Clinical Psychology. All teaching of the Section of Neuropsychology is research oriented and emphasizes methodological skills. The first-year studies of psychology include two Introductory Courses of Neuropsychology. The courses consist of lectures and Kalat's book Biological Psychology as readings. Computer-assisted neuroanatomy exercises are done by the students with the Sylvius Pro program. The courses are complemented by a series of lectures entitled Special Topics in Neuropsychology. This lecture series is given by Finnish experts in different branches of neuropsychology. The lectures are delivered via video conferencing and Internet to all departments of psychology in Finland. This course is coordinated by Psykonet. The Advanced Course of Neuropsychology and Cognitive Neuroscience (Neuropsykologia III) of the second study year brings together cognitive brain imaging results and findings in clinical neuropsychology. The course consists of lectures and, among other readings, the textbook Cognitive Neuroscience: The Biology of Mind by Gazzaniga, Ivry, and Mangun. Lectures on main neuropsychological disorders are given by visiting experts in clinical neuropsychology. The course is complemented by the optional Experimental Course in Cognitive Neuroscience, which is conducted by small student groups in the EEG/ERP (event-related potential) student laboratory. This basic laboratory course is followed by the Advanced Course in Cognitive Neuroscience. On this course, student groups conduct larger-scale experimental studies, using ERP recordings as their research method. In addition, the students acquaint themselves with magnetoencephalography (MEG) recordings at the BioMag Laboratory of the Helsinki University Central Hospital. The results of the students studies are presented as their part in the annual Day of Science of the Department of Psychology. The high quality of the student work is reflected by the fact that two research reports written by the students

16 16 themselves were recently published by Palolahti, Leino, Jokela, Kopra, and Paavilainen in Neuroscience Letters (2005, vol. 384, pp ). The Course of Developmental Neuropsychology is targeted to students of psychology. The companion readings of lectures are the recently published Finnish textbooks on children's learning disabilities edited by Lyytinen et al. and by Ahonen and Aro.. Two courses of developmental neuropsychology, i.e.,, Basics of Developmental Neuropsychology I and II, in turn, are targeted to the other students of the Faculty of Behavioural Sciences. The first course is introductory with an elementary textbook, considering the lacking background knowledge of the participants. The second course involves lectures by several professionals and experts in the field, and the above-mentioned Finnish textbook on learning disabilities is read. Several special courses of neuropsychology are organized, not necessarily on an annual basis, and they are even more research oriented than those above. They can concern, for example, the neuropsychology of music or neuropsychological rehabilitation. Students are also allowed to perform a large review of the neuropsychological literature in the special area of their own choice. Department s research groups in the field of neuropsychology and cognitive neuroscience have their own tutorial seminars guiding the empirical studies of students doing their master s theses. Doctoral students attend postgraduate seminars, and one seminar is concerned with the licenciate thesis studies of the postgraduate students participating in the clinical neuropsychology specialisation program in Psykonet..

17 17 Perceptual and Cognitive Psychology The Section of Perceptual and Cognitive Psychology is responsible for providing all psychology students with basic understanding of human cognitive and sensory processes and the basic skills in experimental methods and laboratory techniques. During the first year of studies the students take an obligatory course both in perception and in cognitive psychology. The couses are open for all university students. The courses are large, student oriented, and problem driven. Course websites make it possible to also apply interactive teaching methods in small groups. Experimental methods and laboratory techniques are taught in two phases in hands-on workshops in student laboratories. The equipment used in student laboratories meet the standards of research laboratories in cognitive psychology and perception. The laboratory exercises are closely tied to the preceding or simultaneous classes on cognition, perception and also partially to neurosciences. The obligatory part of perception and cognition culminates in an annual student conference: The Day of Science. The students, working in groups of 3-4, present their results from their experimental laboratory course in the format of a typical international scientific conference; minute talks with discussion and poster presentations. An invited senior scientist gives a keynote talk. The audience includes all first-year students. The teaching in the section is based on research, and especially on the personnel's expertise in the following areas:

18 18 classical psychophysical methods and classification image technique integration of local contrast information into edges, surfaces and global patterns in visual cortex working memory, phonological processing, and language learning figurative language processing expert memory, mental imagery intuitive, analytical, and scientific thinking, and paranormal (superstitious, supernatural, magical) beliefs The interested students can take intermediate and advanced classes in perception and cognition and prepare the M.A. and Ph.D. theses in either perception or cognition. In 2005, there were 9 active PhD students in the section, and eight master theses were completed. Markku Kilpeläinen's thesis (2004) "The temporal aspects of contrast interaction between a centre and a surround" received the Kirsti Lagerspetz prize 2005 for the best master's thesis in psychology in Finland. Personality Psychology The Section of Personality Psychology provides three courses on personality psychology. Personality Psychology I, organized in collaboration with Psykonet, focuses on major concepts and theories of personality. In this course, the students are acquainted with the history and major applications of personality psychology. The second course, Personality Psychology II, introduces personality in context, i.e., how personality affects mental, social and somatic wellbeing. The focus is on issues such as gene-environment interaction in personality development, psychophysiology of personality and well-being, as well as the role of personality in work stress and health. The third course, Personality Psychology III, covers the development and biological basis of personality. The focus is on temperament, its development through the lifespan and its associations with other domains of life such as school success and mental wellbeing. In addition, the course of occupational health psychology introduces the major theories and research evidence regarding the impact of job contents, job design and workplace social relationships on employee wellbeing, job stress and health.

19 19 The courses of personality psychology rely heavily on the latest scientific knowledge. Research made by the departmental research groups Personality and Well-being and Psychosocial Factors Predicting Health form a central part of personality teaching. Starting from the Personality Psychology II course, the most recent scientific articles are used as a central source of course material. The teaching emphasizes the connection of personality psychology with closely related fields of psychology, such as clinical, biological, and developmental psychology. The Section of Personality Psychology organizes both undergraduate and post-graduate seminars. The section produces annually around 10 Master s theses. The undergraduate students are offered the possibility to get incorporated with the section s own research projects, and most Master s theses are done within the section s own research data. The section has produced several doctoral dissertations. In 2005, three doctoral dissertations were published, all of which fulfil high-quality international scientific criteria. Psychology of Work, Technology and Organizations Learning distributed project work and virtual collaboration course was organized by Jyrki Kaistinen and Göte Nyman, in collaboration with the Helsinki University of Technology (Work Psychology, prof. Matti Vartiainen) and the Helsinki School of Economics (Computer Science, prof. Pentti Marttiin). It was aimed at teaching multidisciplinary and virtual collaboration, having students from the above mentioned universities and representatives from customer organizations (Yle, the Finnish Broadcasting Company, and TIEKE, the Finnish Information Society Development Centre). The course was organized as a distributed innovation project that consisted of several virtual teams,

20 20 systematic project management tools, and a related control and management structure. It was aimed at producing future digital innovations of new media forms concerning, e.g., entertainment, communication and social interaction, especially considering the future interests of Yle. Nearly two hundred innovation ideas were collected from the multidisciplinary, distributed teams and several of the ideas were further developed, analyzed and described for the customers in the form of reports and presentations. Excellent feedback was again received from the customers and the next course has been planned for 2007 with a new customer. Psychometrics The Section of Psychometrics is responsible for instructing three obligatory courses: Practical Course in Psychological Research, Applying Statistical Methods II: Multivariate Data Analysis and Analysis of Variance Course. Furthermore, two courses (the Second Course in Statistics and Applying Statistical Methods I: Measurement and Collecting Statistical Data) were organized together with the Department of Mathematics and Statistics, University of Helsinki. These two courses are also obligatory for students majoring in psychology. Approximately 60 psychology students completed each of these courses. Optional courses arranged in the academic year were as follows: Advanced Computer Course, Method Instructor Course, Applied Psychology Research Course, Qualitative Methods (in collaboration with Psykonet) and Introduction to Statistics (in collaboration with the Department of Mathematics and Statistics). Information technology and virtual learning environments were increasingly used in all aforementioned courses. The section also counselled undergraduate students, about graduate students, about licenciate / doctoral students, and the research staff of the department, in problems related to methodology, statistical analyses, and information technology. We held a research seminar together with Professor Klaus Helkama from the Department of Social Psychology, University of Helsinki. About five master students and two doctoral students regularly attended the seminars.

21 21 Traffic Psychology The Section of Traffic Psychology (the chair of traffic psychology) provides an annual Introductory Course in Traffic Psychology, with basics in traffic behaviour, road accidents, and accident theory, and an Advanced Course in Traffic Psychology, which focuses on one or more specific topical problems in the area. Additionally, the section arranges an experimental field course in cognitive (traffic-related) psychology that provides psychology students an opportunity to see and perform experimentation in real-life settings. In the academic year , however, the course only consisted of laboratory experiments that focused on the contribution of small amounts of alcohol on sleepiness. Cognitive Science On April 8-9, 2005 the Cognitive Science Unit organized a two-day seminar "Biology of Cognition" with expert lectures and panel discussions featuring top researchers from the Helsinki metropolitan area. The seminar was open to public, and over the two days was attended to by a total audience of more than one hundred students, researchers and members of the general public. On November 25 26, 2005, the Cognitive Science Unit and the Finnish Cognitive Linguistics Association (FiCLA) jointly organized an international symposium Interdisciplinary Themes in Cognitive Language Research, with invited speakers and lecturers from Europe, USA and Japan. In 2005, the Cognitive Science Curriculum was reformed as part of the Bologna Project. The major overall revisions were the transition from study weeks to ECTS credits, and

22 22 the adoption of a two-cycle degree structure. With respect to the Cognitive Science Curriculum specifically, the main changes included the introduction of a new Method Courses module. The new degree structure also lists many more courses as compulsory studies than the old one. A Core Analysis of the compulsory courses was also performed. The Cognitive Science Unit critically self-evaluated its teaching using the University of Helsinki Teaching Evaluation Matrix. Key areas of development were identified, and a development program was established in close cooperation with the Faculty Resource Centre for the Development of Higher Education. In this project, the teachers of the Unit collaborate in quality assurance and development work, supervised and supported by the Resource Centre, as well as pursuing individual studies in Higher Education. In the Academic year , a bilateral student exchange agreement was established between the Cognitive Science Unit, and the Department of Cognitive Science at the University of Osnabrück, with the first international students scheduled to arrive in the Fall Term IINTERACTI ION WITH THE SOCIETY The Department of Psychology educates high-quality psychologists and researchers to professional duties in the society. The department has also an active role in the national Psykonet university network, which, among other activities, educates Licentiates of Psychology specialized in different fields of applied psychology. The personnel of the Department of Psychology appear often in the media and popularize science through popular science publications and public lectures. Many staff members are also expert

23 23 members in different national committees and boards, such as the National Authority for Medical Affairs. In addition to scientific publications and active research collaboration, the high activity of the research units and groups of the Department of Psychology is shown by other kinds of national and international activities. For example: The Cognitive Brain Research Unit (CBRU) develops in collaboration with clinicians at the Helsinki University Central Hospital electrophysiological methods for the assessment of auditory perception and memory and their deficits in children and adults. The Attention and Memory Networks research group and CBRU develop together methods to assess with electrophysiological and performance measurements children s attention deficits and the outcomes of their treatment. Apperception & Cortical Dynamics (ACD) research group is working together with clinical researchers at the Helsinki University Central Hospital and General Electric Healthcare Finland to develop electrophysiological methods for the objective assessment of hearing dysfunction in children, stroke patients, and the elderly. The multidisciplinary research projects Brain Oscillations and Cognitive Processes and Brain Oscillations and Human Memory collaborate with the Department of Psychology at the Åbo Akademi University and the Departments of Clinical Pharmacology and Pediatrics at the Turku University Hospital in developing new neurophysiological tools to assess the neural correlates of cognitive decline at the different stages of neurodegenerative diseases and childhood cancer treatment. The Psychology of Digital Life and Visual Quality research groups have close collaboration with public and private Finnish organizations and companies (e.g., Aikakauslehtien liitto, Finnish Broadcasting Company (Yle), M-real, Nokia, Sanoma Magazines, Tekes, Tieke, Yhtyneet kuvalehdet), and by offering services for product development and quality impression measurement and evaluation. Visual Quality team contributes also to the internationally awarded b- b publication by M-real. The Centre for Research on Networked Learning and Knowledge Building conducts national and international projects with schools and

24 24 companies on enhancing information and communication technologies in education, collaborative learning environments, inquiry learning, and network expertise. The Research on Everyday Thinking group collaborates with VTT Biotechnology, the National Consumer Research Centre, the National Veterinary and Food Research Institute of Finland, and the MTT Agrifood Research Finland in gathering information and distributing knowledge about food risk judgments among experts and lay persons. The Traffic Research Unit develops road traffic and safety in collaboration with the national Road Administration, the Finnish Ministry of Transport and Communications, VALT (Traffic Safety Committee of the Insurers' Bureau), and Liikenneturva (Traffic Safety Organization of Finland), as well as with Eastern Mediterranean countries through SAFEAST program. The Personality and Well-Being Research Group collaborates with the Finnish Heart Association and international health organizations in distributing knowledge on early psychosocial predictors and early prevention and intervention of cardiovascular diseases and co-operates in these issues also with the Faculties of Medicine in Finland and with the Karolinska Institute in Sweden. The Psychosocial Factors and Health Research Project co-operates with the Finnish Institute of Occupational Health, National Public Health Institution, National Research and Development Centre for Welfare and Health and two WHO collaborative centres in the United Kingdom to inform policy makers about the associations between work and diseases. The Developmental Psychology Research Group promotes mental health in collaboration with hospitals, day-care centres, schools etc., for instance, by promoting interaction between mothers and their prematurely born infants. The Sections of Clinical Psychology and Neuropsychology develop methods for assessing, e.g., memory disorders of the elderly (CERAD) and learning disabilities of children and young adults with dyslexia and attention disorders. The Department of Psychology has also collaborated also in constructing NEPSY, the internationally used neuropsychological assessment method for children, All test development is done in collaboration with the Hospital District of Helsinki and Uusimaa and also in multi-center collaboration with hospital districts nationwide.

25 25 The Clinical Health Psychology Research Group develops and tests new preventive and rehabilitation programmes for cardiac and cancer patients in collaboration with several institutions, for example, the Rehabilitation Foundation, Finnish Heart Association, and Clinics of the Helsinki University Central Hospital. The Criminal and Forensic Psychology Research Group collaborates with the Finnish and several international police forces and police schools, the Prison Sanctions Agency and several other representatives of the law enforcement in distributing knowledge and providing investigative case consultancy on, e.g., effective interview strategies, amnesia, risk assessment, psychopathy, and offender profiling. The student admission and entrance examinations in psychology are principally organized by the Section of Psychometrics together with the office of academic affairs of the Faculty of Behavioural Sciences. Currently the Section develops the entrance examinations and student admission policy in collaboration with the other departments of the Faculty of Behavioural Sciences, the Department of Psychology at the University of Tampere, the Faculty of Medicine at the University of Turku, and the Ministry of Education.