• Ph.D., Moscow State Pedagogical University, Concentration: Developmental and Educational Psychology
• Ph.D., University of Central Arkansas, Concentration: School Psychology
• Licensed Clinical Psychologist

Dr. Savina teaches courses “Developmental Psychopathology” and “Emotions: Developmental, Cultural, and Clinical Perspectives.” She supervises clinical practicums in assessment, psychotherapy, and school-based interventions. Her clinical experiences include serving as a psychologist at Children Village - SOS (Lavrovo, Russia)—the world's largest child charity dedicated to orphans and abandoned children; a therapist at acute and residential psychiatric wards for children and adolescents; and a therapist at a school-based mental health clinic. Dr. Savina has expertise in assessment, child psychotherapy, parent training, and school-based consultations and interventions. In her work, Dr. Savina integrates ecological, socio-cultural, and attachment/relational frameworks.

• Emotional training for mental health professionals, teachers and parents
• Emotion-focused therapeutic interventions
• Well-being in adolescents and college students
• Using movement to support self-regulation in children

Henderson Smith, L., Hendrickson, N., Warren, E., Tran, A., & Savina, E. (2024). Training needs for school staff supporting students returning to school after psychiatric hospitalization. School Mental Health. (on-line first)

Savina, E. (2024). Using movement to promote self-regulation in early childhood education. Contemporary School Psychology, Doi: https://doi.org/10.1007/s40688-024-00520-9

Savina, E., Fulton, C. Students’ and teachers’ emotions in the classroom: an ecological dynamic systems perspective. European Journal of Psychology of Education, 39, 2763–2781 (2024). https://doi.org/10.1007/s10212-024-00880-z

Savina, E., Fulton, C., & Beaton, C. (2022). Training teachers in emotional intelligence: A transactional model for elementary education. Routledge. https://www.routledge.com/Training-Teachers-in-Emotional-Intelligence-A-Transactional-Model-For-Elementary/Savina-Fulton-Beaton/p/book/9781032114064

Savina, E. & Moran, J. (2022). Well-being in adolescent girls: From theory to interventions. Routledge.
https://www.routledge.com/Well-Being-in-Adolescent-Girls-From-Theory-to-Interventions/Savina-Moran/p/book/9780367615659

Savina, E. (2021). Self-regulation in preschool and early elementary classrooms: Why it is important and how to promote it. Early Childhood Education Journal, 49, 493-501.https://doi.org/10.1007/s10643-020-01094-w

Savina, E. (2020). Bridging global and prosocial education in the innovative Journey around the World Curriculum. Childhood Education Innovations, 42-48.

Savina E.A., Esterle A.E., Savenkova I.A., Ovsyanikova E.A., Khudaeva M.Yu. (2019). A study of psychological problems and needs in school psychologist’s consultation in 7th, 9th, and 11th grade students. Psychological Science and Education, 24(4), 92-104. (In Russ., abstr. in Engl.).

Savina, E. A., Frolovicheva, T. Y. & Trukhina, A. A. (2018). Designing and piloting of socio-emotional learning program for elementary school children «Journey around Russia» Perspectives of Science & Education, 1(31), 98-106. (In Russ., abstr. in Engl.)

Savina, E., Anmuth, L. M., Atwood, K. C., Giesing, W. R., Larsen, V. G. (2018).  Play, Learn, and Enjoy: A self-regulation curriculum for children. Champaign, IL: Research Press Publishers. https://www.researchpress.com/product/play-learn-and-enjoy/

Savina E.A., Savenkova I.A., Esterle A.E., & Ovsyanikova E.A. (2017). The study of teachers' and parents' needs for psychological consultation from school psychologist. Psychological-Educational Studies, 9(4), 1–11. Doi: 10.17759/psyedu.2017090401. (In Russian.)

Savina, E., & Wan, K. (2017). Cultural pathways to socio-emotional development and learning. Journal of Relationships Research, 8. doi:10.1017/jrr.2017.19

Savina E.A., Savenkova I.A., Shchekotikhina I.V., & Gul'yants A.M. (2017). The effect of games with rules on voluntary regulation of 6-7-year-old children. Cultural-Historical psychology, 13(4), 56—63. (In Russian). Doi: 10.17759/chp.2017130406

Savina, E., Mills, J. L., Atwood, K., & Cha, J. (2017). Digital media and youth: A Primer for school psychologists. Contemporary School Psychology, 21, 80-91. Doi: 10.1007/s40688-017-0119-0

Savina, E., Garrity, K., Kenny, P. & Doerr, C. (2016). The benefits of movement for youth: A whole child approach. Contemporary School Psychology, 20, 282-292, Doi: 10.1007/s40688-016-0084-z

Savina E.A. (2015). The problem of the development of voluntary self-regulation in children in contemporary Western psychology. Journal of Modern Foreign Psychology, 4(4), 45-54. Doi: 10.17759/jmfp.2015040407 (In Russian).

Zababurina O.S., & Savina E.A. (2015). Study of voluntary regulation in 5- and 6-year-old children with and without speech and language pathology. Clinical Psychology and Special Education, 4(1), 48–63. (In Russian).

Savina, E. (2014). Does play promote self-regulation in children? Early Child Development and Care, 11-12(184), 1692-1705. Doi:10.1080/03004430.2013.875541

Savina, E., Simon, J., & Lester, M. (2014). School reintegration following psychiatric hospitalization: An ecological perspective. Child & Youth Care Forum, 43(6), 729-746. Doi: 10.1007/s10566-014-9263-0

Savina, E., Moskovtseva, L., Naumenko, O., & Zilberberg, A. (2014). How Russian teachers, parents, and school psychologists perceive internalising and externalising behaviours in children. Journal of Emotional and Behavioural Difficulties, 19(4), 371-385. doi.org/10.1080/13632752.2014.891358

Savina, E. A., Skoblikova, I., & Wan, P. (2013). Emotion regulation strategies in 8-11-year-old children. Scientific Reports of Orel State University, 2, 443-446 (In Russian).

Savina, E. (2013). Perceived control over personal goals in Russian and American college students. International Journal of Psychology, 48(4), 551-562.

Stepina, N. V., & Savina, E. (2012). Study of the associations between preschoolers’ creativity, independent verbal behavior, and maternal style. Scientific Reports of Belgorod State University, 12(14), 217-224. (In Russian).

Savina, E., Coulacoglou, C., Sanyal, N., & Jhang, Z. (2012). The study of externalizing and internalizing behaviours in Greek, Russian, Indian, and Chinese children using the Fairy Tale Test. School Psychology International, 33(1), 39-53.

Simon, J. B., & Savina, E. (2010). Transitioning children from psychiatric hospitals to schools: The role of the special educator. Residential Treatment for Children & Youth, 27, 41–45.

Lammers, B., Savina, E., Skotko, D., & Churlaeva, M. (2010). Faculty and student perceptions of outstanding university teachers in the USA and Russia. Educational Psychology: An International Journal of Experimental Educational Psychology, 30(7), 803-815.

Bramlett, R., Cates, G. L., Savina, E., & Lauinger, B. (2010). Assessing effectiveness of academic interventions in school psychology journals: 1995-2005. Psychology in the Schools, 47(2), 114-125.

Savina, E., & Gladkih, E. (2009). Folk-theories of alcoholism: Between- and within-culture differences. Scientific Reports of Belgorod State University, 14(69), Issue 4, 48-58. (In Russian).