Attachment Issues

Years in Practice

10 years +


London LND en1 3jz - United Kingdom



I Practice in

All areas, please inquire



I Believe

‘One day you will tell your story of how you’ve overcome what you’re going through now, and it will become part of someone else’s survival guide.’

About Julianne Mullen PhD

I am a UK state registered Dramatherapist and certified Clinical Supervisor. I work in education, healthcare and private practice. I am the resident therapist at The Tinnitus Clinic, Harley St. London and the founder of Project Phoenix: Who Do You Think You Are? (A self-development therapeutic theatre programme for children, adolescents and adults). I am a qualified secondary school teacher and I taught drama for over ten years in secondary and further education. I lectured at Anglia Ruskin University (Cambridge, UK) for seven years and I am currently a visiting lecturer at Roehampton University (London) and the Han University, Nijmegen (The Netherlands). I am also a Reiki Master.

We all experience physical, emotional and spiritual crises at different times in our lives. It can trigger feelings of apathy, loss, depression, anxiety and despair, rendering the road ahead unimaginable. We are often left feeling helpless and consequently struggle to find meaning in our world. I use the term ‘we’ because we are all aboard this human journey! By taking the courageous step to engage in therapy and creative self-reflection we can empower ourselves to dare to live a more fulfilling and purposeful life than the one before, a life that is more aligned with our true selves. Dramatherapy empowers us to change the dysfunctional scripts about who we believe we are and the life we believe we deserve, which can be very self-limiting. Dramatherapy facilitates us to become the author and director of our own life narrative and to change the script. It enables us to explore and transmute obstacles along our path that no longer serve us, which block us from pursuing our quest for a more joyous, abundant and meaningful life.’ In all areas, I have experienced and witnessed the incredible healing potential of Drama and theatre to facilitate creativity, imagination, learning, insight, change and growth. I remain actively involved in therapeutic theatre projects as part of my own therapy and self-care.

Dramatherapy is a form of psychotherapy in which all of the performance arts are utilised within the therapeutic relationship. The therapy gives equal validity to body and mind within the dramatic context: stories, metaphor and improvisation are examples of the range of artistic interventions that a Dramatherapist may employ. These enable the client to explore difficult and painful life experiences through an indirect approach that can offer insight by observing a situation from different perspectives. I believe Dramatherapy is about the presence of a willing and intuitive listener who can guide the client through the creative process to find meaning and to re-create the image of themselves, allowing a more functional self-image and a clearer road ahead to emerge.

I provide Creative Supervision and consultation to all helping professionals including therapists, hospice nurses, teachers, medics, social workers and audiologists. I have designed and facilitated mental health awareness training for the London Metropolitan Police and other frontline service staff. I also co-facilitate retreats (Re-Treat) abroad in Marrakech and in London that focus on Self-Care and reducing burnout amongst professionals. I currently run Self-Care sessions for teaching staff and I have devised courses for parents entitled Play & Connect for parents struggling to manage their children’s behaviour at home.

I have a PhD in Dramatherapy. My research was prompted by the challenges that both I and notably, newly qualified teachers (NQTs), faced regarding poor student behaviour and an ever-increasing workload, in what was evolving into a highly target-driven school environment.  Both myself and other staff, in particular, the NQTs, were considering leaving the profession altogether. The reasons for this included low self-efficacy and difficulty in coping with the occupational stress. Consequently, my PhD set out to explore if strategies from Dramatherapy supervision could augment NQTs’ self-efficacy and coping strategies through a deeper understanding and exploration of the social and emotional aspects of teaching and learning. 

Mullen-Williams, Julianne (2017) Strategies from Dramatherapy supervision to augment newly qualified secondary school teachers' experience of self-efficacy and coping strategies in their new role. Doctoral thesis, Anglia Ruskin University. https://arro.anglia.ac.uk/703778/      

Publication - Mullen-Williams, J., (2016). Translating the Cultural Subtext in Intercultural Arts Therapies Research: Issues and Methodologies, p.172.