Dr Kevanne Sanger
Clinical Psychologist & Associate
Kevanne works in a specialist NHS Pain Management Service alongside her role with Balanced Minds; an interest in the link between body and mind that developed from her background in mindfulness-based approaches. To this, she has now added advanced skills in Compassion-Focused Therapy (CFT) and Acceptance and Commitment Therapy (ACT), but integrates other psychological models like Cognitive Behavioural Therapy (CBT), Cognitive Analytic Therapy (CAT) or trauma-informed and attachment-informed approaches depending on the client’s needs.
She has experience with a variety of client groups and enjoys working with couples and families as well as individuals in therapy. Collaborative working and breaking down “us and them” boundaries is at the core of her practice, and her clinical doctoral training at Staffordshire University strengthened her perspective as a critical and community-focused psychologist.
Kevanne received her PhD in neuroscience from Bangor University in 2016, focusing on the neurophysiological impact of practicing mindfulness. She now uses this academic understanding to inform her therapy and help clients understand the science behind their experience (if they are interested). Kevanne is a passionate ‘scientist practitioner’ and believes that research and therapy progress each other forward.
2016-2019 Staffordshire University, Doctorate in Clinical Psychology
2012-2015 Bangor University, PhD – A neurophysiological investigation of mindfulness training in secondary schools: Modifications in cognitive control and emotion processing in adolescents
Scott, K., Hatton, C., Knight, R., Sanger, K., Knowles., D., Dagnan, D…Jahoda, A. (2019). Supporting people with intellectual disabilities in psychological therapies for depression: A qualitative analysis of supporters’ experiences. Journal of Applied Research in Intellectual Disabilities. Vol. 32(2), 323-335.
Knight, R., Jahoda, A., Scott, K., Sanger, K., Knowles, D., Dagnan, D…Hatton, C. (2019). “Getting into it”: People with intellectual disabilities’ experiences and views of Behavioural Activation and guided self-help for depression. Journal of Applied Research in Intellectual Disabilities.
Sanger, K. L., Thierry, G., & Dorjee, D. (2018) Effects of school-based mindfulness training on emotion processing and well-being in adolescents: evidence from event-related potentials. Developmental Science. Vol. 21(5), e12646.
Sanger, K. L., & Dorjee, D. (2016). Mindfulness training with adolescents enhances metacognition and the inhibition of irrelevant stimuli: Evidence from event-related brain potentials. Trends in Neuroscience and Education.
Sanger, K. L., & Dorjee, D. (2015). Mindfulness training for adolescents: A developmental neurocognitive perspective investigating modifications in attention and emotion regulation. Cognitive, Affective and Behavioural Neuroscience, 15(3), 696-711.