Abstract: Child-led interaction and agency as the basis for trans-affirmative development

Trans children and young people can only develop happiness and altruism in the long term if their caregivers focus on expanding their capacity to act rather than educating them. Following Gisela Ulmann, this means creating spaces in which children can develop meanings, make decisions and choose life paths independently.

• Happiness is created through trust in self-development rather than control or correction.
• Altruism becomes possible when children experience respect for their sense of self, enabling them to take others seriously.
• A sense of security grows when children grow up in an environment that engages with them socially and in dialogue, rather than disciplining them.

Such an approach protects trans children from retraumatising experiences of adultist bullying and enables them to establish a sustainable position for themselves in a trans-hostile society.

Reference to the JBI model:

Ulmann’s approach is compatible with the evidence-based JBI model.

• The children’s experiential knowledge is not ignored, but used as a starting point.
• Professional practice is understood as shaping relationships, not as intervention.
• Evidence is used in a context-sensitive way, not to legitimise control, but to support children’s autonomy.

This creates a child-centred, dialogical approach that aims to build trust, establish resonance, and strengthen structures — rather than enforcing obedience or adaptation.