Dr. Jennifer Read


Professor

Director of Clinical Training

Ph.D., University of Rhode Island

231 Park Hall

(716) 645-0193

jpread@buffalo.edu

Curriculum Vitae


Biography

Dr. Read completed her BA at Denison University in Granville, Ohio. She received her Ph.D. in Clinical Psychology from the University of Rhode Island in 2000 after completing her pre-doctoral internship at the Brown University Consortium. She completed an NIAAA-funded T32 Fellowship at Brown University’s Center for Alcohol and Addiction Studies from 2000-2003. After this, she joined the faculty at the University at Buffalo. She was granted tenure in 2009, and promoted to Full Professor in 2014. Since 2016, Dr. Read has been serving as the Director of Clinical Training (DCT) and is the clinical area head. In her free time, Dr. Read enjoys spending time with her family, running, reading, and traveling. A Boston native, Dr. Read also is a big fan of the city of Buffalo, and loves spending time in the city, exploring some of its many restaurants, stores, and coffee shops, or just walking or running in the neighborhood.

Research Interests

Dr. Read’s research focuses on the individual and environmental factors that influence heavy and problematic substance use in young adults. This includes factors such as personality, gender, affective state, cognitions, and social influences. Much of Dr. Read’s research has focused on trauma and post-traumatic stress and how these things may influence or be influenced by substance use, particularly in young adults. Dr. Read and her colleagues have conducted a number of longitudinal survey studies of these associations, and she also has examined these pathways in laboratory experiments. This research has been supported by the National Institute on Alcohol Abuse and Alcoholism, the National Institute on Drug Abuse, and the American Medical Beverage Foundation.

Prospective Clinical Psychology Graduate Students:

“My lab is a productive, fun, and vibrant lab. I try to recruit graduate students who are interested in careers in academic or applied research settings. To adequately prepare them for this kind of career, I work with students throughout their time in our program to be sure that they will get the training that they will need for future success. When they join my lab, graduate students immediately become involved in ongoing projects in the lab. They also attend weekly lab meetings with our research team, and bi-weekly grad student meetings. I also have regular individual meetings with my graduate students. Clinical Psychology Ph.D. students in our program are required to complete three independent research projects, a Second Year Preliminary Project, a Third Year Project, and a dissertation. In addition to these endeavors, graduate students working with me also will have opportunities to collaborate with me on other publication opportunities with data from my lab. Graduate students typically leave for internship with between 5 and 9 publications, and at least two of these are first authored. I also encourage my students to apply for external funding to support their research. This may include NRSA (F31) funding from NIH, or other funding from private foundations, the State University of New York, or UB. Our Clinical Ph.D. program is quantitatively strong, and my graduate students receive excellent training in a variety of approaches to data analysis.”

Teaching

  • Advanced Psychopathology (PSY624)
  • Clinical Supervision (PSY754)
  • Alcohol and Health (PSY404)

Current grant funding

  • R01 AA026105-01A1: “Alcohol-Involved Sexual Assault in the Routine Activities of Daily Life: A Social Goals Perspective.” [8/1/18 to 7/31/23]
  • R34 AA027046: “Harnessing the Power of Friends to Reduce Alcohol-Involved Sexual Assault Risk.” [8/1/18 to 7/31/21]
  • Fahs-Beck Foundation – “Accessible Mental Health Treatment for Trauma-Exposed Urban Youths: A Pilot Test of Narrative Exposure Therapy.” [4/1/18 to 3/31/20]

Professional Service

  • Associate Editor (2016 – Present), Journal of Consulting and Clinical Psychology
  • Assistant Field Editor (2014 – 2018), Journal of Studies on Alcohol and Drugs
  • Field Editor (2019 – Present), Journal of Studies on Alcohol and Drugs
  • Consulting Editor (2011 – 2015), Journal of Abnormal Psychology
  • Consulting Editor (2011 – Present), Psychology of Addictive Behaviors
  • Ad hoc Reviewer, Robert Wood Johnson Foundation
  • Panel Member, National Institutes of Health Center for Scientific Review (NIAAA, AA2)

Representative Publications (from over 120)

*denotes graduate or undergraduate student co-author

Egerton, G.,* Radomski, S.A.,* & Read, J.P. (in press). Personality-based PTSD subtypes in Young Adults. Traumatology.

Blayney, J. A.,* Jenzer, T.*, Read, J. P., Livingston, J., & Testa, M. (in press). Enlisting friends to reduce sexual victimization risk: There’s an app for that… but nobody uses it. Journal of American College Health. 

Jenzer, T.,* Read, J.P., Naragon-Gainey, K., & Prince, M.A.  (2018). Coping trajectories in emerging adulthood: The influence of temperament and gender. Journal of Personality, 1-8.

Bachrach, R.L.*, & Read, Jennifer P. (2017). Peer Alcohol Behavior Moderates Within-Level Associations between Posttraumatic Stress Disorder Symptoms and Alcohol Use in College Students. Psychology of Addictive Behaviors, 31, 576-588.

Read. J.P., Radomski, S.*, Wardell, J.D.* (2017). Posttraumatic Stress and Problem Drinking at the Transition out of College. Prevention Science, 18. 440-449.

Read, J.P., Bachrach, R.L.*, Wardell, J.D.*, & Coffey, S. (2017). Examining cognitive processes in PTSD – Alcohol associations. Behavior Research and Therapy, 90, 159-168.

Blayney, J.*, Read, J.P., & Colder, C.R. (2016). The Sequelae of Alcohol-Involved Sexual Victimization Over Time. Psychological Trauma: Theory, Research, Practice, and Policy.

Read, J.P., Bachrach, R.L.*, Wright, A., & Colder, C.R. (2016). The course of PTSD symptoms in the first year of college. Psychological Trauma: Theory, Research, Practice, and Policy.

Read, J.P., Merrill, J.E.*, Griffin, M.E.*, Bachrach, R.*, & Kahn, S.* (2014). Post-traumatic stress and alcohol problems: Self medication or trait vulnerability? The American Journal on the Addictions, 23, 108-116.

Read, J.P., Wardell, J.D.*, Vermont, L.*, Colder, C.R., Ouimette, P., & White, J.J. (2012). Transition and Change: The prospective effects of post-traumatic stress on smoking trajectories in the first year of college. Health Psychology. 32, 757-767.

Read, J.P., Colder, C.R., Merrill, J.E.*, Ouimette, P., White, J., & Swartout, A. (2012). Trauma and posttraumatic stress symptoms influence alcohol and other drug problem trajectories in the first year of college. Journal of Consulting and Clinical Psychology, 80, 426-439.

Merrill, J.E.*, Wardell, J.D.*, & Read, J.P. (2014). Drinking motives in the prospective prediction of unique alcohol-related consequences in college students. Journal of Studies on Alcohol and Drugs 75, 93-102.

Read, J.P., Wardell, J.D.*, & Colder, C.R. (2013). Reciprocal associations between PTSD and alcohol involvement in college: A three-year trait-state-error analysis. Journal of Abnormal Psychology122, 984-997.

Griffin, M.J.*, Wardell, J.* & Read, J.P. (2013). Recent sexual victimization and drinking behavior in newly matriculated college students. Psychology of Addictive Behaviors, 27, 966-973.

Read, J.P., Beattie, M.*, Chamberlain, R.A.*, & Merrill, J*. (2008). Beyond the “binge” threshold: Heavy drinking patterns and their association with alcohol involvement indices in college students. Addictive Behaviors, 33, 225-234.

Read, J.P., & Curtin, J.J. (2007). Contextual effects on alcohol expectancies. Journal of Studies on Alcohol, 68, 759-770.

Read, J.P., Wood, M.D., Kahler, C.W., Maddock, J.E., Palfai, T. (2003). Examining the role of drinking motives in college student alcohol use and problems. Psychology of Addictive Behaviors,17, 13-23.

YAACQ-related publications

Read, J. P., Haas, A. L., Radomski, S.,* Wickham, R. E., & Borish, S. E. (2016). Identification of hazardous drinking with the Young Adult Alcohol Consequences Questionnaire: Relative operating characteristics as a function of gender. Psychological Assessment28, 1276.

Pilatti, A., Read, J.P., Vera, B Caneto, F., Garimaldi, J. Kahler, C.W. (2014). The Spanish version of the Brief Young Adult Alcohol Consequences Questionnaire (B-YAACQ): A Rasch Model Analysis. Addictive Behaviors, 39, 842-847.

Simons, J.S., Dvorak, R.D., Merrill, J.E.*, & Read, J.P. (2012). Dimensions and severity of marijuana consequences: development and validation of the marijuana consequences questionnaire (MACQ).Addictive Behaviors, 37, 613-621.

Read, J.P., Merrill, J.*, Kahler, C.W., & Strong, D.S. (2007). Predicting functional outcomes among college drinkers: Reliability and predictive validity of the young adult alcohol consequences questionnaire. Addictive Behaviors, 32, 2597-2610

Read, J.P., Kahler, C.W., Strong, D., & Colder, C.R. (2006). Development and preliminary validation of the Young Adult Alcohol Consequences Questionnaire. Journal of Studies on Alcohol, 67, 169-178.

Kahler, C.W., Strong, D.R., & Read, J. P. (2005). Towards efficient and comprehensive measurement of the alcohol problems continuum in college students: The Brief Young Adult Alcohol Consequences Questionnaire. Alcoholism: Clinical and Experimental Research, 25, 1180-1189.