Janie Contreras-Muñoz: Her Journey Through School Psychology and Beyond
Janie Contreras-Muñoz is filled with anticipation about the many opportunities that lie ahead. As she enters her final year as a doctoral candidate in the School Psychology program at Baylor University, she is deeply involved in research and training that impacts the lives of diverse families. Her work focuses on enhancing the social well-being of families dealing with various health conditions and developmental disabilities. She also serves as a Student Fellow with the Baylor Center for Developmental Disabilities (BCDD).
Contreras-Muñoz earned her undergraduate degree in Psychology from Baylor University. She continued her studies at the University of Texas at Austin, where she received a master's degree in Educational Psychology, specializing in School Psychology. During her two years as a school psychologist at Leander ISD, she primarily conducted special education evaluations and provided behavioral support and counseling to students with autism and various disabilities. She said, “The impact of this work with families is profound, and it is this aspect that truly drives my passion.” She returned to Baylor University to pursue her doctorate in School Psychology. Her dissertation focuses on parenting stress and coping related to an autism diagnosis, specifically among Latino fathers. She will also examine cultural values regarding involvement in the stress process and whether cultural values can be protective factors. She said, “I am interested in fathers because there is a need for more fathers in research, especially within Latino populations.”
Contreras-Muñoz is also a member of the *sparc (School Psychology Autism Research Collaboration) team under the mentorship of Dr. Sarah Mire. Contreras-Muñoz’s work has focused on improving culturally informed evaluations, specifically with Hispanic/Latino families, which inspired her dissertation. She has also researched how states determine whether students qualify for special education. Contreras-Muñoz said, “As a school psychologist, I know this is needed because there is so much uncertainty with the educational needs criteria for special education.”
Contreras-Muñoz was also a fellow for the Autism Consortium of Texas (ACT) Leadership Education in Neurodevelopmental and Related Disabilities (LEND) this past school year. Contreras-Muñoz said, “My experience as an ACT LEND fellow this past year was enriching. I learned so much across multiple fields that I know will benefit me in my career. I am grateful for this opportunity to participate in the program.” This interdisciplinary program is a partnership between Baylor University, UT-Austin, and Texas State University. She continued, “My research project was with a professor from UT in Social Work. We put together a healthcare transition study for youth that included interviews and assessments to investigate the healthcare transition readiness of racially and ethnically minoritized youth with intellectual and developmental disabilities (IDD) and their caregivers. We also looked at the youths’ healthcare experiences from pediatric care to adult care, how they could communicate their needs to a new physician, and how we could support that transition process.” Contreras-Muñoz was involved in the development and training aspects of the project.
As an ACT LEND fellow, she also completed a practicum with the Arc of the Capital Area. Contreras-Muñoz explained, “I worked on art education programs for adults with disabilities. I attended several gatherings where we used art as a source of expression, and they would hold art shows to sell their work.” In the second part of her practicum, she participated in a program for families seeking guardianship for their loved ones over 18 with an IDD. She said, “The program is particularly for low-income families who learn about guardianship and alternatives for guardianship. If guardianship is necessary given their circumstances, the program staff work with pro bono lawyers to go through the legal paperwork process. I was particularly involved in the sessions with the families.” Contreras-Muñoz described the multiple ways this practicum enhanced her doctoral training, “It gave me experience working with individuals throughout the lifespan with IDD, experience working in a Community Resource Coordination Group to coordinate services from local partners and community members to support children and families, and increased knowledge of the guardianship application process.”
For the upcoming school year, she looks forward to participating in a substance use prevention program with mentor Dr. Tamara Hodges. The program is funded by the Health Resources and Services Administration (HRSA). She said, “This role allows me to apply my academic knowledge in a practical setting.” At Midway ISD, she will be facilitating a substance use prevention curriculum with middle school students called “Keeping it Real.” She will then work at the high school to offer substance use therapy for students. She explained, “All students participating in extracurricular activities must be drug-tested beforehand. If the student tests positive for drugs, the student is required to attend three substance abuse treatments with me, or the student cannot participate in the activity.” In addition to providing treatment for the student, she will also be leading monthly parent trainings on substance abuse.
Her interest in school psychology peaked in college when she worked as an after-school director in Waco. Contreras-Muñoz said, “I enjoyed working with school staff, teachers, and parents to support their children.” From there, her experience working at the school encouraged her to continue her education in school psychology. She said, “I wanted to be able to support the children and the family.”
Contreras-Muñoz said, “One of my most significant achievements is being a first-generation college student. My journey to where I am today—pursuing my Ph.D.—has been filled with challenges and triumphs. This personal journey is a testament to my resilience and determination, and I hope it serves as an inspiration to others.” Contreras-Muñoz is a prime example of what the BCDD’s student fellows have to offer as practitioners and researchers. These student fellows are leading impactful projects throughout the community and working with families to ensure their children with disabilities are successful in school and beyond.