Katherine Sanborn

Dr. Katherine Sanborn serves as Clinical Professor in the Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine. She holds dual administrative leadership roles: Co-Director of the Individual Psychotherapy Clinic (2011–Present) and Inpatient Medical Director for Psychiatry at Stanford Health Care (2015–Present). With over 15 years of clinical experience specializing in psychiatric inpatient care, she integrates clinical practice with residency education and healthcare administration.

Her educational foundation includes:

• Medical Degree: University of Wisconsin Medical School (1993)
• Internship & Residency: Stanford University School of Medicine (1995, 1999)
• Board Certification: American Board of Psychiatry and Neurology (2002)

Dr. Sanborn's research spans developmental psychopathology, adolescent psychiatry, and psychotherapy systems. She investigates gender differences in psychopathology during puberty, clinical manifestations of conditions like nonepileptic seizures and verbigeration, and systemic barriers in psychiatric care delivery. Her work consistently bridges clinical observation with healthcare policy implications.

Publication trends reveal an evolution from adolescent-focused psychopathology research (1999-2002) toward contemporary examinations of healthcare systems and administrative psychiatry (2017-2022). This trajectory demonstrates sustained engagement with both developmental psychiatry and structural challenges in mental healthcare delivery.

As an educator, Dr. Sanborn supervises psychiatry residents through the Individual Psychotherapy Clinic and inpatient rotations. Her administrative leadership drives program development in psychotherapy training and inpatient psychiatric services, emphasizing evidence-based interventions and quality improvement.

She co-directs the Individual Psychotherapy Clinic, which serves as a hub for clinical training and specialized treatment. The clinic focuses on developing residents' psychotherapy competencies while addressing complex patient needs across developmental stages, particularly during adolescent transitions.