Ines Muller


MSc. Child & Adolescent Psychotherapy, MA in Psychoanalytic Psychotherapy (adults), Post Grad Dip Clinical Supervision, Cert. Systematic Family Therapy

Nessa is a qualified Child & Adolescent Psychotherapist, adult Psychotherapist and Supervisor.  Over the past 12 years she has worked in numerous clinical settings such as: Adult & adolescent psychiatry (in and out-patient clinics, training placements), Barnardo’s Post Adoption Service with adopted people, educational settings (Dublin based schools) with children from socio-economic deprived backgrounds, The CARI Foundation with survivors of child sexual abuse, and private practice.

She provides general counselling and psychotherapy for children, adolescents and adults. She works with a wide range of emotional issues such as anxiety, depression, loss/bereavement, trauma, eating disorders, post-natal depression, fostering and adoption, sexual abuse, relationship difficulties, parenting difficulties and stress related issues. Her primary aim is to ensure a safe and strictly confidential environment for her clients. Counselling and psychotherapy is governed by a strict professional code of ethics and is respectful of all cultures, orientations and beliefs.

Nessa has extensive experience in the area of adoption and fostering involving both domestic adoption and inter-country adoption. She provides counselling and psychotherapy to natural mothers, adopted children & adolescents, adopted adults and adoptive parents who face confusing emotions or anxieties around adoption, tracing and reunion.

Nessa also is a qualified clinical supervisor and provides clinical supervision for qualified psychotherapists, psychotherapy students as well as other professionals who are engaged in client focused work such as Social Care Workers, Family Support Workers, Social Workers, Youth Workers, Teachers and Project Workers. The supervision process is in its essence enabling and resourcing the professional. It aims at creating a climate which avoids the sense of expert and student and instead creates an environment in which dynamics and pressure of work can be felt, explored and understood and new ways of working can be co-created by supervisee and supervisor.