The authors suggest introducing the concept “psychological media competence” into psychological terminology. It has become necessary because of the new demands on the professional abilities of an educational psychologist in the new conditions when human development and education are greatly mediated by the new digital media: the Internet and TV. The article stresses the importance of diagnosing the professional competence of a psychologist that enables him/her to understand the mechanisms of a personality‘s formation in a media environment; to define the psychological potential of media content: developing or destructive; to regulate media communication which involves children; and to prepare other participants in the educational process: teachers, children and their parents for the productive and safe functioning in a media environment. The article presents a comparative analysis of the concepts semantically related to “psychological media competence”: “media competence”, “psychological competence” “psychological culture” and “media culture” and defines their place in a metalevel model of psychological media competence. The article studies the components of “media competence” and its levels. It also proposes methods of investigating a psychologist’s readiness to fulfill his/her functions in a media environment. It shows the necessity of an interdisciplinary approach and integration of propositions of different psychological paradigms to the solution of the tasks of personality development in a media environment. The article presents a theoretical description of “psychological media competence”, which, according to the authors, will make it possible to carry out its operationalization, to elaborate programs of development and methods of diagnosing the psychological media competence of participants in the educational process, thus contributing to its effectiveness.

作者建议将“心理媒体能力”的概念引入心理学术语中。由于人类发展和教育在很大程度上由新的数字媒体：互联网和电视介导的新条件下，对教育心理学家的专业能力提出了新的要求，因此它变得必要。文章强调了诊断心理学家专业能力的重要性，使他/她能够理解媒体环境中人格形成的机制；定义媒体内容的心理潜力：发展或破坏；规范涉及儿童的媒体传播；并帮助教育过程中的其他参与者：教师、儿童及其家长做好在媒体环境中高效、安全运作的准备。本文对与“心理媒体能力”语义相关的概念进行了比较分析：“媒体能力”、“心理能力”、“心理文化”和“媒体文化​​”，并定义了它们在心理媒体能力元水平模型中的地位。本文研究了“媒体能力”的构成及其水平。它还提出了调查心理学家在媒体环境中履行其职能的准备情况的方法。它表明了跨学科方法和不同心理学范式命题的整合对于解决媒体环境中的人格发展任务的必要性。 本文提出了“心理媒体能力”的理论描述，据作者称，这将使其能够实施，以制定发展计划和诊断教育过程参与者的心理媒体能力的方法，从而有助于其有效性。