Confident, Prepared, and Resilient: A Consultation for Master’s Students in Social Work Ahead of Final Assessment and Thesis Defense

On the eve of the final assessment period, a consultation was held for full-time and part-time second-year students of the second (master’s) level of higher education in specialty 231 “Social Work.” The meeting focused on the structure of the final assessment and preparation for the defense of the master’s qualification thesis. It became an important reference point before the concluding phase of study, bringing together procedural clarification, practical recommendations, and psychological support.

During the consultation, the department’s examiners provided a detailed overview of the structure of the final assessment, the specifics of evaluating learning outcomes, and the requirements for presenting the qualification thesis. Special attention was devoted to the essential elements of academic research: articulating the research problem, maintaining logical structure, using sources appropriately, adhering to academic integrity, and preparing for the public defense.

Students also received practical guidance on effective preparation: coordinating key details with their academic supervisor, organizing materials, working with feedback, and developing a clear research position. The instructors emphasized that a successful defense is not only about demonstrating knowledge but also about presenting oneself as a competent professional in the social sphere. It was highlighted that mental resilience is a vital competence for a social worker—one that should be cultivated as part of the final stage of study.

The students were offered a well-tested strategy long recommended to younger peers:
“The day before an important event, stop studying at 8 p.m. and do something pleasant for yourself: watch a short comedy, prepare a warm cup of tea with lemon, or simply take a walk around the block.”
This approach helps the mind “reboot,” reduce tension, and enter the assessment process in a more resourceful state. Instructors emphasized that rest is not laziness but an essential part of responsible preparation.

A particularly meaningful moment of the meeting was an open conversation about the anxiety surrounding the thesis defense. One student admitted feeling nervous because it would be their first time presenting such extensive research. In response, the instructors shared the message that became the leitmotif of the entire consultation: “Your qualification theses are stories about the people you help with your knowledge. A story worth telling with confidence.” This reminder underscored that students are not merely preparing a project they are contributing to real practices in the field of social work.

At the end of the meeting, students received answers to their individual questions, which helped alleviate unnecessary worries and clarify practical details. The consultation became not only a source of information but also an additional source of motivation: it reinforced students’ confidence that the final stage of preparation is a manageable process supported by the department.

Based on materials from the Department of Social Work and Inclusive Education