Prevention means empowering people at an early stage

Alma Lamey completed the extra-occupational Master’s degree in Social Work – Assessment, Counselling and Intervention at Hochschule München. She now works in the field of mental health prevention amongst young people. In an interview with the Centre for Continuing Education , she explains how the extra-occupational degree programme has enriched her work.

Ms Lamey, what are you currently doing for a living?

I work for a mental health initiative that promotes the mental wellbeing of young people in schools. In my role as Project Manager, I am primarily responsible for coordinating a prevention programme.

We take the programme into school classes, mainly in Years 7 to 10. Over the course of several sessions, the young people explore mental health, different ways of responding to difficult situations, and the support services available. It is not just about imparting knowledge. We want to create a safe space where young people can share their perspectives, discuss issues with one another and learn from each other.

Another key aspect is to encourage young people to seek help. They need to know that there are places they can turn to and that they are allowed to seek support.

You used to work in crisis intervention. Why did you decide to focus more on prevention?

My work in crisis intervention meant a great deal to me and I really enjoyed it. At the same time, it was very demanding. Naturally, the focus was always on responding to a crisis that had already occurred.

As a result, the question of what we can do at an earlier stage became increasingly important to me: how can we empower people before situations come to a head? What knowledge and practical skills can we equip them with so that they can draw on their own resources when faced with stressful situations?

Prevention work allows me to tackle the issue at precisely this point. At the same time, it gives me yet another perspective on social and psychosocial work. However, I also recognise how challenging the circumstances can be, particularly when it comes to funding – even though prevention is so vital to society.

How important was your Master’s degree for your career development?

My time at university was a very enriching experience for me. I was able to apply much of what I learnt directly to the case studies I was working on at the time and, conversely, to draw on my professional experience in my studies and reflect on it there.

It was precisely this link between theory and practice that I found particularly valuable. I had previously studied at a university, where I found much of the content to be far more theoretical. On the Master’s programme at Hochschule München, the links to professional practice were much more direct. Many of the lecturers also drew on their own practical experience.

That showed me just how valuable a University of Applied Sciences can be.

Which aspects of your studies have continued to help you to this day?

I found the application-oriented content particularly helpful: communication skills, case analysis, working with clients, and specific methodological approaches.

I also have fond memories of exploring diagnostic issues. This was not just about acquiring theoretical knowledge, but about analysing cases in a nuanced way and reflecting on my own professional practice.

I was able to put this combination of practical tools and academic reflection to immediate use in my work at the time.

What did you particularly appreciate about the learning culture on the degree programme?

I felt that, as experienced professionals, we were taken seriously. We were not viewed solely as students who first needed to be taught. Our existing knowledge and experience were expressly welcomed.

The discussions within the group were also greatly appreciated. I was often impressed by the wealth of knowledge, professional experience and linguistic precision my fellow students brought to the table.

This attitude on the part of the lecturers was key for me. When existing skills are recognised, it fosters a willingness to learn and an openness to developing together.

You had to juggle your studies with your job. What helped you to organise your time?

I’m generally quite good at organising myself. Even so, it was important to draw up a specific plan and set aside fixed times for my studies.

People who work part-time often only have limited time available. That’s why I’d recommend not waiting for a suitable opportunity to come along at some point. You should plan your study time as firmly as possible and make sure you stick to it.

Some people also find it helpful to arrange to meet up with others to work. These group study sessions can boost motivation and create a sense of commitment. A change of location can also be helpful – for example, making a conscious effort to work at university or in a Library, rather than always carrying out your studies, work and leisure activities in the same place.

Were there any periods that you found difficult?

Writing my Master’s thesis was an intense and, at times, stressful experience. I had a great deal of freedom in terms of content, but at the same time I would have liked more guidance and more regular feedback in some areas.

For me, the greatest uncertainty lay not so much in managing the work from an organisational point of view. The more difficult question was whether I was on the right track in terms of content. At times, I had no reliable yardstick to gauge whether my approach and the areas I was focusing on were appropriate.

In the end, the project turned out very well. Looking back, however, I can see just how important transparent supervision and clear communication can be, particularly for extra-occupational students.

Your Master’s thesis looked at body signals as resources. Would you have liked to explore this topic further from an academic perspective?

Yes, in principle, yes. I could have envisaged exploring the subject in greater depth and perhaps going on to work in research or teaching later on.

However, this path seemed very uncertain to me. For people who do not have substantial financial reserves, it is difficult to plan for further academic training spanning several years. There is often a lack of reliable structures and clear guidance.

There is a great deal of talk about the need for early career researchers. At the same time, it should be made easier for people who have the interest, motivation and practical experience to actually embark on this career path.

In what direction would you like to develop in the future?

I am currently undertaking further training in art therapy. In the long term, I can envisage combining my previous experience with art therapy approaches.

I am particularly interested in the connection between evidence-based practice and a space where people are initially allowed to be just as they are. Art can provide a way to access experiences and feelings that cannot always be expressed directly through purely language-based or cognitive methods.

At the same time, I realise that working directly with clients remains important to me. At the moment, working in prevention is just right for me. In the long term, however, I’d probably like to work more closely with individuals again, combining different approaches in the process.

Who would you recommend this degree programme to?

For people who have a keen interest in practically-oriented social work and would like to develop their skills, particularly in the field of counselling.

In my view, this degree programme is particularly well-suited to professionals who wish to reflect on their practical experience from an academic perspective and engage in-depth with psychological concepts, counselling techniques and case work.

Work experience is not a secondary consideration here, but an important resource. It is precisely the interplay of different professional perspectives that generates a large part of the added value.

In your view, what should the degree programme focus on even more in future?

Prevention should be given even greater priority. Many areas of social and psychosocial work are geared towards responding to crises that have already arisen.

However, we should also give just as much attention to the question of where we can intervene at an earlier stage: how can we empower individuals, families or institutions before problems escalate? What structural conditions are necessary for this?

It is not just a matter of putting out fires once they have started. It is just as important to help ensure that they do not start in the first place, if at all possible.

Centre for Continuing Education