Abstract: Critical understanding of happiness as protection against normative appropriation

Sara Ahmed’s happiness-critical approach helps protect the happiness of trans children and young people during their transition against social appropriation and erosion. Ahmed demonstrates that ‘happiness’ frequently functions as a means of social normalisation; individuals who wish to be recognised as trans children are expected to exhibit ‘appropriate’ levels of happiness. However, this form of happiness is conditional, fragile, and dependent on conformity.

Enabling a critical understanding of happiness:

• Happiness as a form of self-expression that goes beyond the pressure to conform — a happiness that does not have to be ‘earned’ or ‘proven’.
• Altruistic quality of life, where relationships are not instrumentalised as a means to ‘increase happiness’, but are based on genuine mutual recognition.
• Solidarity is promoted by the critique of happiness norms, which works against exclusion, especially for queer, trans, and neurotypical children with special mentalities.

Reference to the JBI model:

Ahmed’s approach adds a critical dimension to evidence-based practice.

• It focuses on the experiential knowledge of marginalised children.
• requires professionals to engage in reflective practice instead of standardising interventions;
• It also raises awareness of the bias in studies that use ‘happiness’ as a normative measure of success.

Such an approach does not make happiness a goal, but asks whom it is promised to and at what price — thus protecting the child’s identity in all its diversity.

This means:

A critical happiness theory approach, as proposed by Sara Ahmed, does not unreflectively focus on the goal of having ‘happy children’. Instead, it asks:

• Who does this promise of happiness actually serve? For example, are trans children expected to appear happy so that adults don’t feel uncomfortable?
• What does it cost the child to demonstrate this ‘genuine’ happiness? Do they have to adapt, bend, or suppress their true feelings in order to be considered ‘well integrated’?

Ahmed criticises the fact that happiness is often rewarded for conforming to standards, thereby creating pressure.

This approach removes the pressure and protects the child from hiding their differences just to appear happy or ‘acceptable’. This approach strengthens the child’s genuine, diverse nature — not conforming, but being recognised.