Throughout the academic year, a series of thematic meetings conducted by mentor Ivanna Holubets was implemented, aimed at comprehensive support of students’ personal development, fostering self-reflection skills, and strengthening psychological resilience. The events combined elements of mentoring support, group interaction, and practical psychological tools, which made it possible to create a safe and trusting space for deeper self-exploration and awareness of one’s life strategies.

A special place in the series of meetings was devoted to the topic of interpersonal relationships — “Relationships: Why Am I Single?”. During this session, participants worked with Metaphorical Associative Cards (MAC), which served as an effective projective tool for exploring internal beliefs and behavioral patterns. This approach made it possible to gently and ethically identify hidden attitudes that may influence partner choice, the building of intimacy, and readiness for relationships. In the process, participants analyzed their expectations, fears, and barriers, learned to distinguish authentic needs from socially shaped patterns, and identified internal resources necessary for building healthy relationships. Practical exercises contributed to increased awareness and the formation of a more mature position in the sphere of personal life. The next meeting was dedicated to the topic “Self-Esteem: How to Hear Yourself Instead of the Inner Critic.” The focus of the session was the phenomenon of inner dialogue and its impact on a person’s emotional state and behavioral decisions. Participants explored the sources of the inner critic, including the influence of previous experience, social environment, and learning situations. Considerable attention was paid to developing conscious self-observation skills and forming a supportive inner voice. Through interactive exercises and group discussion, participants practiced self-support techniques, learned to transform self-criticism into constructive inner dialogue, and strengthened their emotional self-regulation skills. The final thematic session — “Self-Esteem and Self-Confidence” — logically continued the previous work and was aimed at forming a stable sense of self-worth. Participants analyzed the key factors influencing self-esteem: experiences of success and failure, the quality of social support, characteristics of the educational environment, and individual cognitive attitudes. The practical component of the meeting included exercises focused on recognizing personal strengths, accepting individual characteristics, and developing confidence in decision-making. Special emphasis was placed on building an inner foundation as a prerequisite for psychological resilience and effective self-realization.

The meetings were distinguished by an interactive format, a high level of participant engagement, and a combination of theoretical reflection with practical work. The use of metaphorical associative cards, reflective exercises, and facilitated group discussions contributed to the formation of an open communicative environment in which students could safely explore personally sensitive topics. An important outcome was also the activation of horizontal connections among participants and the strengthening of a culture of mutual support within the student community.