Charlee Tsai

Since graduating from our MA Dramatherapy, Charlee has worked as a dramatherapist in London before returning to Taiwan to promote dramatherapy in her home country.

Tell us a bit more about what you’ve been up to since graduating.

I decided to stay in the UK to gain more experience, so I moved to London and began working as a dramatherapist. My first job was with a charity, where I supported children and young people in schools through dramatherapy.

Wishing to develop more clinical experience, I later joined the NHS as a CAMHS practitioner. I worked with children and families in the community, including undertaking ADHD assessments, and I also offered dramatherapy interventions to support children’s emotional needs. Over my three years in the UK I learned so much — not just professionally, but also about different cultures and my own personal growth.

Last year I moved back to Taiwan, inspired to bring what I had learned in the UK to promote dramatherapy in my home country.

Where and what did you study before joining ARU?

I was born in Taiwan and developed a strong interest in arts and foreign language from an early age. Because of my passion for English, I studied a bachelor’s degree in Foreign Languages and Literatures at National Taiwan University. During my university years, I was exposed to different literary genres and discovered how deeply I connected with drama, which shaped my goal of pursuing a master’s degree in a related field.

In my final year, I joined a study exchange programme in Australia. It was my first time living abroad and it not only improved my confidence in English but also opened my eyes to different cultures. That experience made me even more motivated to study overseas.

After graduating I split my time between working in the theatre industry and teaching English while preparing my application for postgraduate study in the UK. In 2019 I was accepted into Anglia Ruskin University to study dramatherapy — and that’s when my professional journey in this field truly began.

Why did you choose to study at ARU?

When I was deciding where to pursue my master’s degree, the UK quickly became my first choice. Its rich theatrical heritage and the strong development of expressive arts therapy made it the ideal place for me to grow both academically and personally.

Among all the programmes I explored, the MA Dramatherapy at ARU stood out the most. I was drawn to its multidisciplinary approach, especially the opportunity for dramatherapy students to learn and collaborate with music therapy students, thanks to the Cambridge Institute for Music Therapy Research being based on-campus. I was also impressed by the programme’s emphasis on attachment theory and the mother–infant relationship, which aligned perfectly with my passion for working with children.

Beyond the curriculum, the study environment itself was a huge attraction. The campus is located in Cambridge, a historic British town, which was ideal for me as a foreign student starting life in the UK. On top of that, receiving ARU’s International Postgraduate Scholarship was an unexpected but meaningful support, making it even more possible for me to study abroad.

What inspired you to get involved with dramatherapy in the first place?

I first became interested in dramatherapy through my experiences in theatre. Whenever I was involved in a production, I was deeply moved to see how audiences could find comfort and connection through a play — not just entertainment, but something more personal and meaningful.

One experience that really stayed with me was working as an assistant to the director on a performance about love and loss. During rehearsals, the actors were invited to reflect on their own emotions before stepping into their roles. I vividly remember one actress who, while preparing, began to release her grief over losing her grandfather.

That moment sparked my curiosity about how drama could connect with our personal lives. I later joined workshops myself, using body movement and role-play to support my own mental health, and I experienced first-hand how powerful this approach could be. It was during this time that I discovered the field of dramatherapy, and it immediately felt like the right path for me — finding the possibility to heal within drama.

What’s the most valuable thing you took away from your education?

The most valuable thing I took away from my education at ARU was the transformation I went through — both professionally and personally. The programme’s emphasis on creative and experiential learning was very different from the education I had in Asia. Through group discussions, practical training, clinical placements, and self-development, I gradually built the confidence to share my own views and apply what I learned in a more authentic and creative way.

Another key part was self-exploration. Everyone was required to have personal therapy, which taught me that before supporting others, we need to understand and heal ourselves. In the Autobiographical Theatre module, I first presented myself as a “silent whale,” hiding behind aesthetic design; however, the feedback was that “others couldn’t see the real me.” By my second year, I found my own voice — I was able to improvise in English and feel comfortable showing my true self. That experience helped me realise what authenticity really means in therapy work, instead of trying to be perfect.

Last but not least, I learned how to turn challenges into strengths. As an international student, cultural differences and language barriers sometimes felt overwhelming, but they also became opportunities. For example, I found joy in introducing Taiwan to my peers and, in return, learning about their cultures and perspectives. What made a big difference was the genuine respect from some of my clients, who were curious about who I was and where I came from. This experience not only taught me to think outside the box, but also allowed me to explore my own cultural identity as a therapist.

Which aspects of the course most helped your career development?

The MA Dramatherapy is a two-year programme, partly because of the clinical placements we complete two days a week. At first this was challenging, but the experience was incredibly valuable. In my first year, I worked in a secondary school, and in my second year I joined Cambridgeshire and Peterborough NHS (CPFT).

I particularly found the NHS placement impressive, as it was my first time working in an inpatient setting, and I learned a lot about connecting with people when I facilitated a group on an elderly ward. During the pandemic, I also became more resilient by running an online group to support community patients. These experiences gave me a strong foundation to work across different client groups, and they greatly helped me secure work in the UK after graduation — building my confidence to continue practicing within the NHS.

Another key feature of the course was its emphasis on child development and attachment theory, including an infant observation in the first year. Combining this theoretical learning with my school placement, I gradually focused more on working with children and adolescents, who have since become my main client group.

Lastly, I developed an interest in academic research through my major project. With my supervisor’s encouragement, I reflected on my own experiences and explored how using metaphor supported my expression and cultural identity as a therapist. This sparked my curiosity to continue exploring the topic and opened up the possibility of pursuing a career in academic research.

What piece of advice would you give to other students in your field?

One thing I’d like to share with dramatherapy trainees is how important it is to receive support from others, which we often forget when we are too eager to support our clients. During my training at ARU, I often found strength in the encouragement of my tutors and peers — we weren’t just learning together, but companions on the same journey.

To learn how to be a ‘good enough’ therapist, the tutors always reminded us to focus on self-care at the same time, which became especially meaningful during the pandemic. Even when classes moved online and things felt difficult, the group connection and reminder of self-care helped me stay grounded and complete my studies in the UK on time. Looking back, I’ve learned that allowing yourself to lean on others and take care of your own wellbeing is an essential part of the work we do.

Another piece of advice I’d offer to fellow trainees is that resilience is an essential quality. In the past, I was used to having clear answers and following a set plan. During my training, however, I learned that being resilient and creative is even more important as a dramatherapist, as it allows you to attune to your clients and the environment in the moment. I particularly developed this quality during the pandemic, during my placement at CPFT NHS, when I had to adapt to offering therapy online and design a creative writing group—something we hadn’t formally studied.

While we gain many tools and skills through training, personal experiences can significantly shape each therapist’s approach. Therefore, I would strongly encourage others to accept that there isn’t always a single “right” answer and to let resilience guide you through the process.

What was your favourite thing about studying in Cambridge?

Studying in Cambridge was honestly a dream for me. I had already known about the city since I was little, because so many famous writers and scholars came from the University of Cambridge. To actually live and study in such a historic town felt really special.

Another thing I loved was the location — just about an hour by train to London. That made it possible for me to go there for placements and explore the city vibe, which gave me a lot of inspiration as a dramatherapist. At the same time, Cambridge was much calmer than other big cities, and that peacefulness helped me stay focused, especially when I was writing my thesis. Looking back, I feel surprisingly grateful to have been there during the pandemic. The supportive and quiet environment really helped me stay grounded in such an uncertain time.

Outside of studying, I also enjoyed exploring Cambridge like a tourist. I found it amazing how the whole town is dotted with colleges and chapels, so history is everywhere you go. For instance, I still remember walking past Newton’s Apple Tree every time I went from my accommodation to the city centre. I also loved punting on the River Cam with friends — even though I was terrible at making the boat move! The city isn’t too big, which actually makes shopping more accessible. There are elegant stores on the high street, and my favourite place has to be Fitzbillies for their cream tea and breakfast.

Something people might not realise is how international Cambridge feels. Near the campus, I often went to Asian supermarkets and restaurants, which gave me comfort whenever I was homesick. In addition, with so many students and visitors from all over the world, everyday life felt like a cultural adventure — just set in a very historic town.

What projects are you currently working on, both at work and outside?

As I mentioned earlier, after graduation I worked as a dramatherapist in a children’s charity and at CAMHS in London. These experiences strengthened my focus on children and adolescents as my main client group and deepened my awareness of how dramatherapy can support young people’s mental health.

Working with clients from diverse cultural backgrounds, alongside my own identity as a cross-cultural therapist, also encouraged me to integrate intercultural issues into my practice. It led me to reflect on how to apply my knowledge and experience within my own cultural context, which eventually inspired me to return to Taiwan to contribute to the development of expressive arts therapy.

Since returning, I was invited to deliver a guest lecture to nursing students at National Taiwan University, sharing my UK education and clinical experiences. This opportunity highlighted that expressive arts therapy is still not widely applied to children’s and adolescents’ mental health in Taiwan, and that there is a shortage of research and trained professionals to meet the growing demand.

As a result, I decided to pursue a PhD and focus on academic research. My current project examines the impact of expressive arts therapy on the mental health of children and adolescents, combining a cross-cultural perspective drawn from Western theories with my UK clinical experience. The aim is to explore how these approaches can be adapted to Taiwan and, hopefully, to develop a localised model of expressive arts therapy that can truly benefit young people in my home country.