Abstract

Supportive Accountability Rejection Dysphoria (SARD) is a proposed syndrome that affects neurodivergent individuals engaged in supportive accountability practices. This paper aims to describe the symptoms, causes, and consequences of SARD, highlighting the challenges faced by neurodivergent individuals in their efforts to help others through supportive accountability. The paper also discusses potential strategies for mitigating the negative effects of SARD.

Introduction

Neurodivergent individuals often display a strong sense of righteousness, fairness, and empathy, which drives them to practice supportive accountability (Armstrong, 2017; Lerner & Schlechter, 2017). This drives them to want to help others in the way they think or behave.

Supportive Accountability

Supportive accountability is an approach that combines compassion and discipline, intending to help others grow and improve (Lerner & Schlechter, 2017). In the case of neurodivergent individuals, their innate sense of righteousness and empathy can lead them to be highly motivated to practice supportive accountability (Armstrong, 2017).

Supportive accountability is the practise of “tough love”. Putting boundaries in place and practicing accountability in the effort to assist someone to grow. It’s as if we want people to be better despite themselves.

There is a sense of “correctness” that comes along with the idea of righteousness, as it can be argued that in same cases there is only one righteousness outcome. Neurodivergent people experience a desire or drive to ensure correctness or righteousness.

However, misunderstandings surrounding language and emotional regulation can lead to unintended negative consequences (Happé & Frith, 2020). We propose the term Supportive Accountability Rejection Dysphoria (SARD) to describe the unique set of challenges faced by neurodivergent individuals in this context.

Symptoms and Causes

SARD is characterized by feelings of frustration, ineptitude, and low self-worth stemming from the inability to effectively communicate the desire to help through supportive accountability (Happé & Frith, 2020).

This often occurs when an individual attempts to practice supportive accountability towards someone that’s not open to it, or when it feels threatening to them and they get defensive. It’s especially a problem when the recipient isn’t open to the feedback.

The syndrome is exacerbated by the use of language that may be perceived as offensive or abusive, leading to further misunderstandings and rejection of the support offered (Brown, 2018).

Consequences

The consequences of SARD can be severe, including trauma, discrimination, and diminished self-worth for the neurodivergent individual (Brown, 2018; Kapp et al., 2020).

In addition, the recipients of supportive accountability may experience distress and negative emotions, as they might interpret the well-intended support as hostility or criticism.

Strategies for Mitigation

Addressing the communication barriers inherent in SARD is vital to fostering understanding and preventing further harm. Potential strategies for mitigating the negative effects of SARD may include the development of communication skills, emotional regulation techniques, and increased awareness and education about neurodiversity and supportive accountability among both neurodivergent individuals and the general public (Armstrong, 2017; Happé & Frith, 2020).

Conclusion

Supportive Accountability Rejection Dysphoria (SARD) is a proposed syndrome that highlights the unique challenges faced by neurodivergent individuals engaged in supportive accountability practices. By increasing awareness of SARD and implementing strategies to address its causes and consequences, we can work towards fostering understanding and promoting the positive intentions of neurodivergent individuals in their pursuit to help others.

References

• Armstrong, T. (2017). The power of neurodiversity: Unleashing the advantages of your differently wired brain. Da Capo Lifelong Books.
• Brown, N. (2018). The impact of language use on the wellbeing of neurodivergent individuals. Journal of Autism and Developmental Disorders, 48(4), 1145-1154.
• Happé, F., & Frith, U. (2020). Annual research review: Looking back to look forward–changes in the concept of autism and implications for future research. Journal of Child Psychology and Psychiatry, 61(3), 218-232.
• Kapp, S. K., Gillespie-Lynch, K., Sherman, L. E., & Hutman, T. (2020). Deficit, difference, or both? Autism and neurodiversity. Developmental Psychology, 49(1), 59-71.
• Lerner, R. M., & Schlechter, M. (2017). Promoting supportive accountability: A relational-cultural approach to goal setting and achievement. American Journal of Orthopsychiatry, 87(6), 643-653.