My Education & Experience
Dr. Krasner is a board certified and licensed psychiatrist with subspecialty training in child and adolescent psychiatry, psychotherapy, and psychopharmacology. After serving Americorps/Teach for America as a bilingual elementary school teacher, Dr. Krasner studied medicine at Northwestern University’s Feinberg School of Medicine and then moved to New York City where he completed his internship, residency, and fellowship at Columbia University. Dr. Krasner’s academic interests include psychiatric genetics, psychotherapy (with special emphasis on child/parent psychotherapy, psychodynamic psychotherapy, and dialectical behavior therapy), and developmental disorders. Dr. Krasner teaches and supervises at the Yale Child Study Center and collaborates with Silver Hill Hospital where he was the director of the Adolescent Transitional Living Program for close to five years.CV - Download PDF
I help individuals and families create, nurture, and sustain lives worth living. My role in this process is clear: I identify, diagnose, and treat mental illness when impairment derails function.
Effective treatments occur in phases. Phase I, which lasts from weeks to months, focuses on stabilization and begins with rapport building and assessments. Patients actively and dangerously harming themselves may require inpatient or residential treatment and the decision to explore those options is made collaboratively. Patients can expect that I will assist with making referrals, coordinating care and communicating with all members of the team. A simple example of this clinical scenario would be an unstable substance use disorder requiring a period of sobriety to jump-start the recovery process. The hallmark of Phase I is acceptance: patients must come to appreciate that they are in distress, in need of assistance, and in a state of dependency that most people have worked so hard to avoid.
Once stable, patients enter Phase II - a working through phase – during which patients come to accept the contributing environmental and genetic factors that have determined the natural history of their problems. Phase II is defined by powerful oscillations between acceptance and change – the heart and soul of the philosophy behind Dialectical Behavior Therapy (DBT). I like this model because it’s practical and understandable: we must identify a problem (acceptance) to have hopes of addressing it (change). So much happens therapeutically during this phase, but if treatments are effective they must fundamentally address this clinical situation. Phase II is understandably trying: we don’t really want to accept the problems or take on their treatments. Consistent, professional, and reassuring collaboration with a therapist is essential and can moderate the difficulties inherent in treatment.
Phase III is a period of transition back to life outside of treatment. This phase challenges patients to tolerate loss, accept their own limitations and those of the people they love, and learn to love themselves despite disappointments and sorrows. Phase III has no end, but frequency of visits decreases progressively until a mutually agreeable end can be arranged.
As patients traverse the phases of treatment, I stay involved by coordinating with other providers. Experience has taught that having the holistic approach of a team (through referrals, recommendations, and connections with a central coordinator) results in a better treatment outcome.
- Psychopharmacology of Mood and Anxiety Disorders
- Child, Adolescent, and Family Psychiatry
- Research, Psychiatric and Medical Student Education
- Technology in Psychiatry