Sarah Ordaz, Ph.D.
Dr. Ordaz is a licensed clinical psychologist (PSY28826) who works with children, adolescents, and their parents. She specializes in assessing and treating depression and anxiety. Dr. Ordaz also works with school-aged youth who struggle with trauma exposure, ADHD, and oppositional behavior. She uses research-based assessments tools and treatments, including Cognitive Behavioral Therapy (CBT), Mindfulness-Based Stress Reduction (MBSR), and Dialectical Behavioral Therapy (DBT).
Dr. Ordaz is passionate about helping children, adolescents, and families reach their full potential. In order to help children and families thrive, she takes a collaborative approach to therapy. Dr. Ordaz begins by listening to children and parents to understand their specific concerns. After incorporating research-based assessment tools to gain a full picture, she works with families to develop a treatment plan. Her goal is to combine her expert knowledge of the clinical research with parents’ expertise about their child. In addition, she engages teachers, pediatricians, and other providers to ensure treatment success.
Dr. Ordaz brings to her practice over a decade of experience as a clinician and a researcher. She is currently a member of the faculty at Stanford, where her research examines (1) how brain development differs in youth with depression and (2) how positive parenting can alter these trajectories. Before advancing to the faculty, Dr. Ordaz worked as a postdoctoral fellow at Stanford, completed her clinical residency at the University of Washington, and earned a joint Ph.D. in Clinical and Developmental Psychology from the University of Pittsburgh. These provided her with opportunities to work with international experts in adolescent depression and brain development. She received a B.S. in Psychology with Distinction from Duke University, where she researched neuropsychological characteristics associated with ADHD. In addition, Dr. Ordaz has conducted research at the National Institutes of Health, where she was a member of a research team that showed the brain’s development continues to mature through the teenage years. She was also a middle school science teacher.
In her free time, she enjoys biking, swimming, and hiking with her husband and daughter.
Ordaz, S., LeMoult, J., Colich, N.L., Prasad, G., Pollak, M., Popolizio, M., Price, A., Greicius, M., Gotlib, I. (2017). Ruminative brooding is associated with salience network coherence in early pubertal girls. Social Cognitive and Affective Neuroscience, 12, 298-310.
Kircanski, K., LeMoult, J., Ordaz, S., Gotlib, I. (2016). Investigating the nature of co-occurring depression and anxiety: Comparing diagnostic and dimensional research approaches. Journal of Affective Disorders, 16, 30396-2.
Gotlib, I. & Ordaz, S. (2015). The importance of assessing neural trajectories in pediatric depression. JAMA Psychiatry, 73, 9-10.
LeMoult, J., Ordaz, S., Kircanski, K., Singh, M., Gotlib, I. (2015). Predicting first onset of depression in young girls: Interaction of diurnal cortisol and negative life events. Journal of Abnormal Psychology, 124, 850-9.
Ordaz, S., Foran, W., Velanova, K., Luna, B. (2013). Longitudinal growth curves of brain function underlying cognitive control through adolescence. Journal of Neuroscience, 33, 18109-24.
Ordaz, S., Luna, B. (2012). Sex differences in physiological reactivity to acute psychosocial stress in adolescence. Psychoneuroendocrinology, 37, 1135-57.
O’Hearn, K., Asato, M., Ordaz, S., Luna, B. (2008). Neurodevelopment and executive function in autism. Development and Psychopathology, 20, 1103-1132.
Ordaz, S., Lenroot, R., Wallace, G., Clasen, L., Blumenthal, J., Schmitt, J., Giedd, J. (2009). Are there differences in brain morphometry between twins and singletons? A pediatric MRI study. Genes, Brain, and Behavior, 9, 288-295.
Wallace, G., Schmitt, J., Viding, E., Rosenthal, M., Molloy, E., Ordaz, S., Lenroot, R., Clasen, L., Blumenthal, J., Kendler, K., Neale, M., & Giedd, J. (2006). Genetic and environmental influences on brain morphometry: A pediatric twin study. Journal of Child Psychology and Psychiatry, 47, 987-993.