Dr. De Golia specializes in the treatment of mood and anxiety disorders with an expertise in time-limited dynamic psychotherapy. She is Section Chief of the Assessment Clinics and Director of the Evaluation Clinic. Dr. De Golia is the Residency Director of the Adult Psychiatry Residency Program where she has been involved in overall program management, educational programming, curricular development and mentorship of a residency program involving 52 residents. She is a Peer Teaching Coach and Fellow in the Stanford Teaching and Mentoring Academy, has taught regularly with the Stanford Center for Faculty Development, and is a Senior Fellow at Stanford's Center for Innovation in Global Health. She currently serves on the Executive Committee of the American Association of Directors of Psychiatry Residency Training.

Clinical Focus

  • Psychiatry
  • Psychotherapy and psychopharmacology, Time-limited Dynamic Psychotherapy, Women's issues.

Academic Appointments

  • Clinical Professor, Psychiatry and Behavioral Sciences

Administrative Appointments

  • Associate Director, Triple Board Residency Program (2023 - Present)
  • Residency Director, Department of Psychiatry and Behavioral Sciences (2023 - Present)
  • Section Chief, Assessment and Psychotherapy Clinics (2017 - Present)
  • Senior Fellow, Center for Innovation in Global Health (2015 - Present)
  • Director, Evaluation Clinic (2010 - Present)

Honors & Awards

  • Irma Bland Award for Residency Education Excellence., American Psychiatric Association (2015)
  • Most Inspiring Mentor, Stanford Adult Psychiatry Residency (2015)
  • Education Mission Award, Stanford Department of Psychiatry and Behavioral Sciences (2014)
  • Teacher's Award, American Psychoanalytic and Psychodynamic Association (2014)

Boards, Advisory Committees, Professional Organizations

  • Editorial Board Member, Academic Psychiatry (2023 - Present)
  • Past President, American Association of Directors of Psychiatry Residency Training (2023 - Present)

Professional Education

  • Medical Education: Stanford University School of Medicine (1992) CA
  • Residency: Stanford University Psychiatry and Behavioral Sciences (1996) CA
  • Internship: Santa Clara Valley Medical Center Dept of Medicine (1993) CA
  • MPH, Columbia University School of Public Health, Maternal & Child Health (1986)
  • Board Certification: American Board of Psychiatry and Neurology, Psychiatry (2000)


  • Medical Student Reflection Group Study, Stanford Medical School (2/1/2017 - 6/30/2018)

    Resident-run bi-weekly reflection groups for Stanford Medical Students


    Stanford, CA


    • Jessica Gold, Psychiatry and Behavioral Sciences
    • Craig Forte, Psychiatry and Behavioral Sciences
    • Jessica Bentzley, Clinical Instructor, School of Medicine - Dean's Office
  • Flipped Classroom/Team-based Learning Project., Stanford University (3/1/2013)

    Development of a flipped classroom combined with Team Based Learning methods within a previously, traditionally taught PGY II Psychopharm/psychopathology 9-month course in the Department of Psychiatry. VPOL funded.


    Department of Psychiatry and Behavioral Sciences, Stanford, CA

  • California Residency Safety Training Survey, Stanford University (3/1/2023)

    Advised on resident-initiative to evaluate safety training across residency institutions throughout California



All Publications

  • The Burden of Leadership: a Survey of Burnout Experiences Among Psychiatry Program Directors. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry De Golia, S. G., Houston, L. J., Madaan, V., Zalpuri, I., Welton, R., Bernstein, C., Sengupta, S., Chaudhry, M. A., Sudak, D. M. 2022


    The objectives of this study were to examine the prevalence of burnout, specify contributors to and protective factors against burnout, and gather suggestions to improve well-being in psychiatry Program Directors.A survey regarding burnout and wellness was distributed to psychiatric Program Directors through the email listserv of the American Association of Directors of Psychiatric Residency Training (AADPRT).The survey response rate was 273 responses out of 880 members surveyed (31%). The majority of respondents were current residency or fellowship Program Directors or Associate Program Directors or had another current educational role (93%, 227/245). Almost half of current Program Directors or Associate Program Directors reported feeling burned out almost daily or once a week (44%, 93/210). These Program Directors reported a desire to resign (77%), experienced discrimination within the past 5 years (66%), and struggled with finding meaning in their job (44%). The most frequently endorsed contributors to burnout were increasing administrative burden and insufficient support.The survey findings confirm that burnout characteristics are common among respondents, associated with a desire to resign and a struggle to find meaning in the highly demanding position of Program Director or Associate Program Director. Advocacy for resources, decreased administrative overload, and increased protected time would enhance well-being in Program Directors. Most striking was the frequency of discrimination reported and its relationship to burnout. Departments may benefit from a careful review of policies, procedures, and training to decrease hostile workplaces for women, international medical graduate, and under-represented in medicine Program Directors.

    View details for DOI 10.1007/s40596-022-01675-4

    View details for PubMedID 35761064

  • Group Training for Psychiatric Residents: Support Group Facilitation and Supervision with Didactics. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry Denduluri, M. S., Gold, J. A., Serrano, W. C., Spelber, D., Bentzley, J., Forte, C., De Golia, S. G. 2020


    OBJECTIVE: Group psychotherapy merits dedicated training during psychiatry residency yet is challenging to implement given competing educational requirements. The authors implemented a voluntary support group training intervention for psychiatry residents consisting of a 6-h didactic series followed by at least 6 months of in vivo group facilitation and supervision. We hypothesized participation would improve residents' self-reported skill and knowledge in group facilitation.METHODS: Psychiatry residents (PGY I-IV) voluntarily participated in this novel intervention that included a didactic series followed by experiential group facilitation and supervision. To assess confidence and self-reported skill level in group facilitation, residents completed two brief self-report surveys: before the didactic series (pre-intervention) and after group facilitation for at least 6 months (post-intervention). Surveys included Likert scales and open-ended questions. Quantitative data were analyzed with descriptive statistics and open-ended qualitative data were analyzed using thematic analysis.RESULTS: Twenty-three residents attended 4 to 6 h of didactics between 2016 and 2018. Of these 23 residents, 12 facilitated groups and attended supervision for at least 6 months. Twenty residents responded to pre-intervention surveys and 14 responded to post-intervention surveys. After the intervention, respondents reported a significant increase in knowledge and skills in group facilitation of 88% (15/17) on Likert scale questions.CONCLUSIONS: This study implemented a novel educational intervention to train psychiatric residents in group dynamics and group facilitation. Participation increased residents' self-reported knowledge and skills in group facilitation. Future directions include incorporating feedback about group curriculum, evaluating resident knowledge and skills using assessment measures, recruiting more group participants, and focusing on peer-to-peer mentoring.

    View details for DOI 10.1007/s40596-020-01338-2

    View details for PubMedID 33106952

  • An Intervention in Social Connection: Medical Student Reflection Groups. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry Gold, J. A., Bentzley, J. P., Franciscus, A. M., Forte, C., De Golia, S. G. 2019


    OBJECTIVE: Rates of medical student depression and suicide are higher than aged-matched peers. Although medical schools have implemented wellness interventions, no program has reported on interventions targeting social support. As one potential intervention, reflection groups for medical students led by psychiatry residents were designed and implemented. It was hypothesized that groups would encourage connectedness among peers, teach coping and emotional self-awareness skills, increase empathy, and decrease loneliness.METHODS: Voluntary, biweekly support groups were implemented between 2017 and 2018 at Stanford University School of Medicine for first- and second-year medical students. Participants were surveyed at baseline and 6 months. Surveys included qualitative assessments of groups and validated surveys to assess empathy, wellness, and loneliness. Separate surveys assessed attrition. Analyses included statistical analyses (descriptive statistics) and thematic analysis.RESULTS: In both cohorts, a total number of 30 students participated in groups, and 18 completed post-surveys. Students reported groups improved well-being (55.6% strongly agreed, 27.8% agreed), enhanced self-awareness (44.4% strongly agreed, 38.9% agreed) and ability to empathize (50.0% strongly agreed, 27.8% agreed), and promoted connection (61.1% strongly agreed, 33.3% agreed). Initial attrition was high, with 84% of students not continuing due to feeling too overwhelmed by classes.CONCLUSIONS: Thematic analysis demonstrated groups may benefit students in improving impostor syndrome and connection with others (decreased loneliness), allowing exposure and tolerance to diverse perspectives, increasing insight into the importance of self-care and emotional self-awareness, allowing practice for collaborative skills, and increasing thoughtful approaches to patient care. There is preliminary evidence reflection groups may be a feasible, effective intervention to improve loneliness and social belonging in medical school.

    View details for PubMedID 30963416

  • Faculty Development for Teaching Faculty in Psychiatry: Where We Are and What We Need. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry De Golia, S. G., Cagande, C. C., Ahn, M. S., Cullins, L. M., Walaszek, A., Cowley, D. S. 2018


    OBJECTIVE: A Faculty Development Task Force surveyed the American Association of Directors of Psychiatric Residency Training membership to assess faculty development for graduate medical education faculty in psychiatry departments and barriers to seeking graduate medical education careers.METHODS: An anonymous Survey Monkey survey was emailed to 722 American Association of Directors of Psychiatric Residency Training members. The survey included questions about demographics, the current state of faculty development offerings within the respondent's psychiatry department and institution, and potential American Association of Directors of Psychiatric Residency Training faculty development programming. Two open-response questions targeted unmet faculty development needs and barriers to seeking a career in graduate medical education. Results were analyzed as frequencies and open-ended questions were coded by two independent coders. We limited our analysis to general psychiatry program director responses for questions regarding faculty development activities in an attempt to avoid multiple responses from a single department.RESULTS: Response rates were 21.0% overall and 30.4% for general program directors. General program directors reported that the most common existing departmental faculty development activities were educational grand rounds (58.7%), teaching workshops (55.6%), and funding for external conference attendance (52.4%). Of all survey respondents, 48.1% expressed the need for more protected time, 37.5% teaching skills workshops, and 16.3% mentorship. Lack of funding (56.9%) and time (53.9%) as well as excessive clinical demands (28.4%) were identified as the main barriers to seeking a career in graduate medical education.CONCLUSIONS: Despite increasing faculty development efforts in psychiatry departments and institutions, real and significant unmet faculty development needs remain. Protected time remains a significant unmet need of teaching faculty which requires careful attention by departmental leadership.

    View details for PubMedID 29626292

  • Developing a Mental Health Curriculum to Build Capacity and Improve Access to Mental Health Care in Rural Guatemala ACADEMIC PSYCHIATRY Rissman, Y. Z., Khan, C. T., Isaac, S. K., Paiz, J. A., DeGolia, S. G. 2016; 40 (4): 692-694

    View details for DOI 10.1007/s40596-016-0500-8

    View details for Web of Science ID 000379709200025

    View details for PubMedID 26976396

  • Early Outpatient Experience for Psychiatry Interns: The Evaluation Clinic Academic Psychiatry Gold, J., Bandstra, B., DeGolia, S. 2016: 944–46
  • Developing a Mental Health Curriculum to Build Capacity and Improve Access to Mental Health Care in Rural Guatemala Academic Psychiatry Rissman, Y., Isaac, S., Khan, C., DeGolia, S. 2016
  • Limits to Scholarship: How Can We Enhance the Program Director's Role? Academic psychiatry De Golia, S. G., Katznelson, L. 2015; 39 (1): 70-72

    View details for DOI 10.1007/s40596-014-0255-z

    View details for PubMedID 25467936

  • Job Satisfaction Among Associate Training Directors in Psychiatry: A Bimodal Distribution ACADEMIC PSYCHIATRY Arbuckle, M. R., DeGolia, S. G., Esposito, K., Weinberg, M., Brenner, A. M. 2013; 37 (2): 129-130

    View details for Web of Science ID 000316155900017

    View details for PubMedID 23475249

  • How to give an Effective Lecture Achievement and Fulfillment in Academic Medicine: A Comprehensive Guide DeGolia, S. edited by Roberts, L. Springer. 2013; 1st
  • Associate Residency Training Directors in Psychiatry: Demographics, Professional Activities, and Job Satisfaction ACADEMIC PSYCHIATRY Arbuckle, M. R., DeGolia, S. G., Esposito, K., Miller, D. A., Weinberg, M., Brenner, A. M. 2012; 36 (5): 391-394


    The purpose of this study was to characterize associate training director (ATD) positions in psychiatry.An on-line survey was e-mailed in 2009 to all ATDs identified through the American Association of Directors of Psychiatric Residency Training (AADPRT). Survey questions elicited information regarding demographics, professional activities, job satisfaction, and goals.Of 170 ATDs surveyed, 73 (42.9%) completed the survey. Most respondents (71.3%) had been in their positions for 3 years or less. Many ATDs indicated that they were involved in virtually all aspects of residency training; 75% of respondents agreed that they were happy with their experience. However, specific concerns included inadequate time and compensation for the ATD role in addition to a lack of mentorship and unclear job expectations.Thoughtful attention to the construction of the ATD role may improve job satisfaction.

    View details for Web of Science ID 000308454500010

    View details for PubMedID 22983471

  • Divalproex therapy in medication-naive and mood-stabilizer-naive bipolar II depression JOURNAL OF AFFECTIVE DISORDERS Winsberg, M. E., DeGolia, S. G., Strong, C. M., Ketter, T. A. 2001; 67 (1-3): 207-212


    There have been few systematic studies of the treatment of bipolar II depression. While divalproex sodium (DVPX) is effective in acute mania, there are few data on the antidepressant effects of DVPX. Similarly, little is known regarding the use of DVPX administered in a single daily dose.We performed a 12-week open trial of DVPX monotherapy (mean dose 882 mg qhs, mean level 80.7 mug/ml) in nineteen (thirteen women, six men, mean age 29) bipolar II depressed outpatients. Eleven patients (six women, five men) were medication-naive (MN) and eight (seven women, one man) were mood stabilizer-naive (MSN), having had prior trials of antidepressants or stimulants. Mean illness and current depressive episode duration were 15.4 years and 11.8 weeks, respectively. DVPX was given as a single dose each evening starting with 250 mg at bedtime and increased by 250 mg at bedtime every 4 days until symptom relief or adverse effects were noted. Weekly prospective Hamilton Depression, Young Mania and Clinical Global Impression ratings were obtained.DVPX therapy was generally well tolerated. Twelve of nineteen patients (63%) responded (>50% decrease in Hamilton Depression ratings). MN patients compared to MSN patients tended to have a higher response rate (9/11 versus 3/8, P<0.08). Mean Hamilton scores decreased from 22.2 to 9.6 (P<0.0001) in the entire group, from 20.6 to 6.6 (P<0.0003) in MN patients, and from 24.2 to 14.7 (P=0.008) in MSN patients.Single daily dose DVPX monotherapy appeared to be well tolerated and substantially benefited 63% of patients with bipolar II depression. The trend towards a higher rate of antidepressant response to DVPX in MN patients (82%) compared to MSN patients (38%) could be due to a milder form or earlier phase of illness and the lack of prior medication exposure or failures. This uncontrolled open pilot study must be viewed with caution, and randomized double-blind placebo controlled studies of DVPX in bipolar II depression are warranted to confirm the possibility that single daily dose DVPX is an effective, well-tolerated, first-line monotherapy in this population.

    View details for Web of Science ID 000174633800023

    View details for PubMedID 11869770

  • Rapid efficacy of olanzapine augmentation in nonpsychotic bipolar mixed states JOURNAL OF CLINICAL PSYCHIATRY Ketter, T. A., Winsberg, M. E., DeGolia, S. G., Dunai, M., Tate, D. L., Strong, C. M. 1998; 59 (2): 83-85

    View details for Web of Science ID 000072288800011

    View details for PubMedID 9501894