For either youth or adults, to identify personal examples and consequences of adult (especially parental) actions on youth conduct and of teenage social stratification, as typified in "The Breakfast Club."

OVERVIEW

LEADER PREPARATION

• Read the Topic Discussion on "The Breakfast Club".
• Ask your youth group if they are familiar with the movie.
• Rent and watch the video at least one week before the discussion.
• Identify the social cliques which exist within the schools or organizations represented in your group.

GROUP BUILDING

Lead or play a song or two about social segregation (the song addresses one or more groups of people).

GROUP PRESENTATION

Show some important clips from the movie. The following are scenes which could be shown:

• Approximately 1 hour, 20 minutes after the beginning of the cassette to 1 hour, 24 minutes, beginning with Brian saying, "I consider you guys to be my friends" and ending before he starts explaining more about the gun found in his locker.
• Approximately 1 hour 35 minutes to 1 hour 36 minutes: Brian’s voiceover reading the essay he wrote for the group.

GROUP DISCUSSION

Ask any of the following questions to the group:

• How does this movie portray adults? Is this a realistic, fair portrayal?
• Brian writes the assigned essay for the group. He says that at first they saw each other as a "brain," an "athlete," a "princess," a "basket case," and a "criminal." But in the end they saw that "each one of us is a brain, an athlete, a princess, a basket case and a criminal." What do you think they mean by that? (Discuss how each person has great potential to use one’s natural abilities [intelligence and physical skill], to be noble or mean, or to be neurotic.)
• Who of the kids is the least cruel? Why? (If necessary, note that although Andrew and Claire do not provoke the others as John does, they admit that they will not want to acknowledge the others as friends during the following week. Brian and Allison are probably the least cruel: they also have the least power.)
• Why are the students so disappointed with the behavior of their parents and the teacher in the movie?
• What have you said or done to hurt someone, similar to what was seen in the film?

If you are using this program with adults, the following questions are also appropriate (show the entire movie to adults):

• Does this film reflect high school as you knew it?
• The film was made in 1985. Why do you think it’s still so popular with teens today?
• How does the film accurately portray adults? How does it unfairly depict them?
• How do teens perceive adults? How are they correct? How are they wrong?
• The parents in the movie are divorced or physically and emotionally abusive, or they pressure their child to succeed academically, socially, or athletically. Do you think the kids’ problems really do result from these situations?
• How would you help Brian Johnson (the "brain")? Andrew Clark (the "athlete")? Claire Standish (the "princess")? Allison Reynolds (the "basket case")? John Bender (the "criminal")?

WRAP-UP

There are myriad ways to conclude the program. Select those which are most appropriate for your group:

• The movie essentially addresses those things teens readily recognize to be wrong with the world and with their own lives. The discussion provides an opportunity to develop an understanding of the nature and consequences of sin.
• Divorce, prejudice, parental abuse, discrimination, and cruelty to others are hurtful actions.
• Many privileged groups refrain from overcoming barriers of race and sex because of individual fear of other members of the group.
• Young and old are shocked and disillusioned by adult behavior because everyone believes that people become better behaved as they age. Usually, this does not happen.
• Young people can and do effect history: the first and second Great Awakenings, reform movements of the nineteenth century, student volunteerism, civil rights, and environmental activism (there are lots of other examples) have all been fostered by young people.

EVALUATION AND FOLLOW-UP

These are questions for the leader to consider following the program:

• How was the group responsive to the issues of the movie? What would you have done differently?
• What candid comments emerged from the discussion?
• Are any of your spiritually-growing kids also social leaders? Establish with them a simple, realistic, and verifiable plan for them to cross a social barrier. It should challenge them, yet be short-term and attainable.
• After a few weeks, ask some of your kids about any changes they have seen in themselves or their relationships.

IMPLICATION

This may be the first opportunity for your group to discuss the real barriers separating their society, especially if race is not an issue in their schools. It may also offer you a glimpse of how your kids are affected by their parents.

Kelly A. Madden cCYS