The thesis research develops the conceptual, theoretical-methodological basis for future specialists' independency development. The work substantiates the resource-competent approach for independence development as a process. Resources of a personality are a basis for formation of core dynamic competencies; in the practice of future specialist training, their development involves: studying and analyzing of available resources in an integrated personality structure; development of new competing qualities of the personality structure (identification of potential capabilities previously unknown to an individual, which are recognized and implemented step-by-step in the practice of self-realization); crystallization of key competencies of the integrated structure (ideological, communicative, personal developmental, instrumental). The procedural model of future specialists' independence development has been proposed. It consists of the following main blocks: motivational, theoretical, and technological; the following constituents of subjective experience: value, interaction experience, and experience of habitual daily activity, practical activities; and the following components: cognitive, interactive, personal-reflexive. The performed factor analysis has identified the latent factors of future specialist independence: self-determinism, self-regulation, self-realization. The "Self-determinism" factor reflects the initial autonomous aspects of independence: "Initiative", "Activity", "Sovereignty", "Independence", "Decisiveness", and "Autonomy". The factor interpreted as "Self-regulation" covers manifestations of independence that reflect the self-regulatory and volitional aspects: "Responsibility", "Self-regulation", "Purposefulness", "Psychological hardiness", and "Willpower". The "Self-realization" factor unifies into a single correlative node "Self-esteem", "Creativity", "Motivation", "Self-confidence", "Self-knowledge", qualities appeared as a result of an independent lifestyle. Based on the cluster analysis, three empirical types of students have been determined according to the criterion of independence: psychologically well-situated independent students; psychologically troubled dependent students; students with average level of independency. There is a statistically significant correlation between the students' distribution by types and the academic year: the number of the first type students (independent and psychologically well-situated) decreases during the university study, and the number of students of the third type (who are subjectively, according to their self- assessments, independent, but psychologically troubled) increases, which has become the basis for development and implementation of psychological technologies for future specialists' independence development. As a result of the training sessions, changes were recorded in the independence indicators both in terms of intrapersonal and interpersonal parameters; in particular the ability to build optimal psychological boundaries and design personal space for self-realization was developed.
