Group dynamics: concepts, theories, and research

Group Dynamic Concepts, Theories, And Research

Group Dynamics in "The Breakfast Club"

The film "The Breakfast Club" is a classic of the teen movie genre, as it is composed of a diverse group of characters struggling to form common bonds. Through the prism of the film, one can find many instances of group dynamics at work. As the time and setting of the film are limited (i.e. one day, one building), the audience sees relationships develop between the characters and sees them unravel their pretenses in order to bond and form a unit.

GDCTR 1: Tuckman's Five Stage Model of Group Development

Explanation of concept: Per this theory, there are five stages of group development. Forming includes tentative communication among the group. As it is the first stage, "any conflict is played down, ignored, or shelved" (Harris, 2002, p. 352). The storming process features grappling for control, with group members demonstrating "emotional responses to demands and resistance" (Harris, 2002, p. 352). Next is norming, where solutions are sought and "cohesion begins to occur" (Harris, 2002, p. 353). Performing is the stage where group members reach agreement and there is a sharing of ideas. Lastly there is adjourning, which is marked by "celebration and positive feelings of accomplishment, but is also often accompanied by a sense of loss or mourning" (Golembiewski, 2000, p. 653).

Application of concept: Each of Tuckman's five stages is executed during the course of the film. Forming is evident when, at the outset of the film, the students meet in the library and begin the day in near silence. Though Bender attempts to instigate conflict, other group members (namely Andrew and Claire) attempt to ignore him, or in Brian's case, engage him in pleasantries. Soon thereafter we see storming kick in, when Bender begins to needle everyone else until they shout him down. Norming is first evident in the scene when the students break out of the detention room to go to Bender's locker. Though some group members are hesitant or unsure about their mission, this is the first instance of them all agreeing to do something together. Performing is evidenced in the scene when they are all sitting in a circle, talking about their families and relating the stories of what brought them to detention. Bonds are formed as the students bring down their emotional barriers. The film concludes with adjournment, as the audience sees each of the new relationships that formed, both romantic and platonic.

GDCTR 2: Ostracism

Explanation of concept: Ostracism is the process whereby group members with the "lack of a conformist attitude (e.g., about not submitting to the team's goals, norms, and standards)" are excluded from group membership (Golembiewski, 2000, p. 54).

Application of concept: Bender is the best example of an ostracized character in the film. He sets himself apart as a group member, even at one point climbing up the stairwell and removing himself from their midst. Each group member at one point expresses anger, fear, or annoyance at him during the first half of the film. During the trip back from Bender's locker, Andrew takes leadership of the group, telling Bender, "Now we're through listening to you, we're going this way," both physically and symbolically separating themselves from him and his misbehavior (Hughes, 1985).

GDCTR 3: Social Identity Theory

Explanation of concept: The central idea of social identity theory is that identity "involves idiosyncratic characteristics (e.g., personality, individual traits, physical characteristics) as well as a social identity, which involves the individual's sense of belonging to various groups" (Greenberg, 2003, p. 138).

Application of concept: Each of the students in the film identify themselves as a member of one of the school's core cliques, as evidenced by the list of their descriptors, "a brain, an athlete, a basket case, a princess, and a criminal" (Hughes, 1985). Later in the film, they assimilate these labels by claiming that each of them contains all elements of these identities.

GDCTR 4: Teamwork

Explanation of concept: Teamwork is exemplified by the creation of a unit which "transcend[s] individual persons…the specific structures and processes distinguishing a given team exert a strong influence on the behavior of its members, stimulating them to act while inhibiting or forcing them to engage in unified behavior in pursuit of team aims and objectives" (Golembiewski, 2000, p. 43).

Application of concept: Teamwork is evidenced when, after Bender has crawled through the heating duct and landed in the library, the other group members cover for him in the face of punishment by the principal. Claire, in particular, seems to act against her better judgment for the good of the group as Bender hides under her desk, given that he has antagonized her throughout the beginning portion of the film.

GDCTR 5: Social Impact Theory

Explanation of concept: The idea behind this theory is similar to the popular notion of peer pressure, that "the larger the number of people influencing someone in the same direction, the more important they are, and the more immediate their influence, then the greater their influence will be" (Roeckelein, 2006, p. 302).

Application of concept: In the film, we see multiple instances where social impact plays an important role in someone's actions. One such instance comes up when Claire is discussing why she will ignore the less popular students when they return to class. When asked why, she says, "You're not friends with the same kind of people that Andy and I are friends with. You know, you just don't understand the pressure that they can put on you" (Hughes, 1985). Claire is surrounded by multiple, immediate influences onto her behavior and these popular kids are given a place of importance at the school. Thus, she cannot act against them.

GDCTR 6: Leader-Member Exchange Theory (LMX)

Explanation of concept: This theory deals with the relationship between leaders and group members, namely that they are "founded on high levels of respect, trust, and mutual discretion" (Greenberg, 2003, p. 197).

Application of concept: In the film, leadership is displayed by several characters, but most notably by Bender. Though he begins as the film's antagonist, he is also the catalyst for breaking out of the detention room and brings back the marijuana they share, which inspires their moments of emotional bonding. Though the group members do not initially respect him, they eventually, upon learning of his past history of abuse, demonstrate compassion towards him. Further, he challenges the other students to be confessional with each other, which results in mutual trust forming among group members.

GDCTR 7: Zajonc's Drive Theory

Explanation of concept: Zajonc's theory is that the presence of others "improves performance of simple or well-learned tasks and worsens performance of complex or poorly-learned tasks" (Roeckelein, 2006, p. 641).

Application of concept: At different points in the film, group members are challenged to perform tasks for which they are well-suited, buoyed by the group's support. Told "you're the smartest" and "we trust you" by Claire, Brian sets out to draft the letter to the principal. Brian seems proud at the prospect of being entrusted with the task. Then in the final voiceover of the film, we hear Brian's eloquent composition which doubles as the film's thesis about judgment.