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Dr. Jennifer Read

IMAG0016-1

 

Professor
Director of Clinical Training
Ph.D., University of Rhode Island
231 Park Hall
(716) 645-0193
jpread@buffalo.edu

 

 

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. 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)

Selected Publications (from the past 5 years)

*denotes graduate or undergraduate student co-author

Read, J.P., Griffin, M.J.*, Wardell, J.D.*, & Ouimette, P. (in press) Prospective

      Associations among Positive and Negative Coping Strategies, PTSD Symptoms

      and Alcohol Consequences in Trauma-Exposed College Students. Psychology of

      Addictive Behaviors.

*Wardell, J.D., & Read, J.P. (in press). Interactive Effects of Contextual Cues and Acute

      Alcohol Intoxication on the Associations between Alcohol Expectancy Activation and

      Urge to Drink. Experimental and Clinical Psychopharmacology.

Read, J.P. (2014). What’s in a game? Future directions for the assessment and

      treatment of drinking games. Epilogue to the Special Issue. American Journal of

      Drug and Alcohol Abuse, 40, 415-418.

Wardell, J. D.*, Rogers, M., Simms, L. J., Jackson, K. M., & Read, J. P. (in press).

      Point and click, carefully: Investigating inconsistent response styles in middle school

      and college students involved in web-based longitudinal substance use research.

      Assessment.

Colder, C.R., Hawk, L.W., Eiden, R.D., Lengua, L., & Read, J.P. (in press). Trajectories

      of reinforcement sensitivity during early adolescence and risk for substance use.

      Journal of Research on Adolescence.

Wardell, J.D.*, & Read, J.P. (in press). Does cue context matter? Examining the

      specificity of cue-related activation of positive and negative alcohol expectancies.

      Experimental and Clinical Psychopharmacology, 21, 457-466.

Brown, R.A., Abrantes, A.M., Minami, H., Read, J.P., Marcus, B.H., Jakicic,

      J.M., Strong, D.R., Dubreuil, M., Gordon, A.A., Ramsey, S.E., Kahler, C.W., &

      Stuart, G.L. (2014). A preliminary, randomized trial of aerobic exercise for alcohol

      dependence. Journal of Substance Abuse Treatment, 47, 1-9.

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.

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.

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.

Colder, C.R., O’Connor, R.M., Read, J.P., Eiden, R.D., Lengua, L.J., Wieczorek, W.F.,

      & Hawk, L.W. (in press). Growth trajectories of alcohol information processing

      and associations with escalation of drinking in early adolescence. Psychology of

      Addictive Behaviors, 23, 345-356.

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 Psychology, 122, 984-997

Merrill, J.E.*, Vermont, L.* Bachrach, R.L.*, & Read, J.P. (2013). Is the pre-game

      to blame? Event-level associations between pre-gaming and alcohol-related

      consequences. Journal of Studies on Alcohol and Drugs, 74, 757-764.

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.

Colder, C.R., Scalco, M., Trucco, E.M., Read, J.P., Lengua, L.J., Wieczorek, W.F.,

      & Hawk, LW. (2013). Prospective associations of internalizing and externalizing

      problems and their co-occurrence with early adolescent. Journal of Abnormal Child

      Psychology, 41, 667-677.

Merrill, J.E.*, Read, J.P., & Colder, C.R. (2013). Normative perceptions and past-year

      consequences as predictors of subjective evaluations and weekly drinking behavior.

      Addictive Behaviors, 38, 2625-2634.

Wardell, J.D.*, & Read, J.P. (2013). Perceived norms alcohol expectancies and drinking

      behavior among college students: Examining the reciprocal determinism hypothesis.

      Psychology of Addictive Behaviors, 27, 191-196.

Read, J.P., Wardell, J.D.*, & Bachrach, R.L.*, (2013). Drinking consequence types in

      the first college semester differentially predict drinking the following year. Addictive

      Behaviors, 38, 1464-1471.

Merrill, J.E.*, Read, J.P., & Barnett, N. (2013). The way one thinks affects the way one

      drinks: Subjective evaluations of alcohol consequences predict subsequent change

      in drinking behavior. Psychology of Addictive Behaviors, 27, 42-51.

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.

Bachrach, R.*, & Read, J.P. (2012) Effects of PTSD and alcohol on academic

      achievement in college students. Journal of Clinical Psychology, 68, 843-859.

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.

Bachrach, R.L.*, Merrill, J.E.*, & Bystchkow, K., & Read, J.P. (2012). Development and

      initial validation of a measure of motives for pre-gaming in college students. Addictive

      Behaviors, 37, 1038-1045.

Griffin, M.J.*, & Read, J.P. (2012). Prospective effects of method of coercion on

      victimization in college women. Journal of Interpersonal Violence, 27, 1-22.

Wardell, J.D.*, Read, J.P., Colder, C.R., & Merrill, J.E.* (2012).Positive alcohol

      expectancies mediate the influence of the behavioral activation system on alcohol

      use: A prospective path analysis. Addictive Behaviors, 37, 435-443.

Wardell, J.D.,* Read, J.P., Merrill, J.E.*, & Curtin, J.J. (2012). Mood and implicit alcohol

      expectancy processes: Predicting alcohol consumption in the laboratory. Alcoholism:

      Clinical and Experimental Research, 36, 119-129.

Wardell, J.D.,* O’Connor, R.M., Colder, C.R., & Read, J.P. (2011) The behavioral

      approach system moderates the prospective association between the behavioral

      inhibition system and alcohol outcomes in college students. Journal of Studies on

      Alcohol and Drugs, 6, 1028-1036.

Read, J.P., Ouimette, P., White, J., Colder, C., & Farrow, S.* (2011). Rates of DSM IV-

TR trauma exposure and posttraumatic stress disorder among newly matriculated

      college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3,

      148-156.

Merrill, J.E.*, & Read, J.P. (2010). Motivational pathways to unique types of alcohol

      consequences. Psychology of Addictive Behaviors, 24, 705-711.

Bardeen, J.R.*, & Read, J.P. (2010). Attentional control, trauma, and affect regulation: A

      preliminary investigation. Traumatology, 16, 11-18.

Read, J.P., Merrill, J.E.,* & Bystchkow, K.M.* (2010) Before the party starts: Risk factors

      and reasons for “pre-gaming” in college students. Journal of American College

      Health, 58, 461-472.

Merrill, J.E.*, Wardell, J.*, & Read, J.P. (2009). Is expectancy reality? Expectations for

      alcohol’s mood effects following alcohol consumption. Experimental and Clinical

      Psychopharmacology, 17, 434-445.

Read, J.P., Dunn, M., Lau, C.*, & Borsari, B.E. (2009). Projected alcohol dose

      influences on the activation of alcohol expectancies in college drinkers. Alcoholism:

      Clinical and Experimental Research, 33, 1269-1277.

Brown, R.A., Abrantes, A.M., Read, J.P., Marcus, B.H., Jakicic, J., Strong, D.R., Oakley,

       J.R., Ramsey, S.E., Kahler, C.W., Stuart, G.G., Dubreuil, M.E. & Gordon, A.A.

      (2009). Aerobic exercise for alcohol recovery: Rationale, program description, and

      preliminary findings. Behavior Modification, 33, 220-249.

Read, J.P., Farrow, S.M.*, Jaanimagi, U.*, & Ouimette, P.C. (2009). Assessing trauma

      and traumatic stress via the internet: measurement equivalence and participant

      reactions. Traumatology, 15, 94-102.

For a complete list of Dr. Read’s publications, please see the Publications page.

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