Barton J. Hirsch
Professor, Human Development and Social Policy
2120 Campus Drive
Evanston, IL 60208-0001
Phone: (847) 491-4418
Fax: (847) 491-8999
BiographyBart Hirsch is a psychologist whose work emphasizes research and program development in relation to adolescents. His research is based on a social ecological model, which is sensitive to the interrelations of different social contexts and considers development in a life-course perspective. Hirsch is a Fellow of the American Psychological Association and of the Society for Community Research and Action. He has served on the editorial boards of leading journals in adolescent development and community psychology and as General Editor for Adolescent Lives in Context, a book series from NYU Press.
Awards/Honors2012 - Social Policy Award for Best Authored Book from the Society for Research on Adolescence for After-School Centers and Youth Development: Case Studies of Success and Failure, published by Cambridge University Press.
2006 - Social Policy Award for Best Authored Book from the Society for Research on Adolescence for A Place to Call Home: After-School Programs for Urban Youth, copublished by the American Psychological Association and Teachers College Press.
|1981||Postdoctorate, Social Ecology||Stanford University|
|1979||PhD, Psychology||University of Oregon|
|1971||BA, Philosophy||University of Wisconsin|
Selected PublicationsHynes, K., & Hirsch, B. J. (Editors) (2012). Career Programming: Linking Youth to the World of Work. New Directions for Youth Development (Special Issue).
Hirsch, B. J., Deutsch, N., & DuBois, D. (September, 2011). After-School Centers and Youth Development: Case Studies of Success and Failure. New York: Cambridge University Press.
Hirsch, Barton J., Hedges, Larry V., Stawicki, JulieAnn, and Mekinda, Megan (June, 2011). After-School Programs for High School Students: An Evaluation of After School Matters.
( Download )
Hirsch, B. J. (2011). Learning and Development in After-School Programs. Phi Delta Kappan: 92, 66-69.
( Download )
Hirsch, B. J., Mekinda, M., & Stawicki, J. (2010). More than Attendance: The Importance of After-School Program Quality. . American Journal of Community Psychology: 45, 447-452..
Hirsch, B. J. (2008). After-School Programs: Positive Places in Unsafe Urban Communities in E. Goodenough (Ed.), Where Do the Children Play? Detroit: Wayne State University Press.
Pagano, M., & Hirsch, B. J. (2007). Friendships and Romantic Relationships of Black and White Adolescents. Journal of Child and Family Studies: 16, 347-357.
Hirsch, B. J. & Hedges, L. (2006). After-School Programs for High School Students: Launching the Evaluation of After School Matters in Evaluation Exchange (pp. 12)..
Hirsch, B. (2005). A Place to Call Home: After-School Programs for Urban Youth. Washington, D.C: American Psychological Association and New York: Teachers College Press.
Hirsch, B. J., & Wong, V (2005). After-School Programs in D. DuBois & M. Karcher (Eds.), Handbook of Youth Mentoring Sage.
Loder, T., & Hirsch, B. (2003). Inner-city youth development organizations: The salience of peer ties among early adolescent girls. Applied Developmental Science: 7, 2-12.
Hirsch, B., Mickus, M., & Boerger, R. (2002). Ties to influential adults among black and white adolescents: Culture, social class, and family networks. American Journal of Community Psychology: 30, 289-303.
Hirsch, B., Roffman, J., Deutsch, N., Flynn, C., Loder, T., & Pagano, M. (2000). Inner city youth development organizations: Strengthening programs for adolescent girls. Journal of Early Adolescence: 20, 210-230.
Selected PresentationsHirsch, B. (2008). A Place to Call Home—Studies Documenting the Crucial Support that Programmes Provide to Youth. Keynote Address, Conference on Youth Work—Policy and Practice in the Future, Cardiff, Wales, United Kingdom. Organized by the Department for Children, Education, Lifelong Learning and Skills, Welsh Assembly Government
. Cardiff , United Kingdom.
ProjectsEvaluation of After School Matters
Research InterestsAfter-school programs; soft skills and the school-to-work transition; program development, implementation, and evaluation, particularly with respect to positive youth development; social relations during adolescence, with an emphasis on gender, race and social system influences.
|HDSP 403||Adolescent Development Biological, cognitive and social development during adolescence. Social institutions and policies that affect the well-being of adolescents.|
|HDSP 429||Social Community Interventions This course is designed to provide conceptual tools useful in the critical analysis of social programs and interventions. The course serves as an introduction to important issues in program development, organizational change and consultation. Interventions in the areas of human development, education, and social welfare will receive the bulk of our attention.|
|SESP 351||Topics: Youth Development Programs This course examines youth programs that aim to promote positive development. We'll look at a variety of programs, from Boys & Girls Clubs to technology programs to youth advocacy groups. Most of the programs will be out-of-school, but there are a few interesting schools that take a youth development approach. Good programs will be examined as well as those that fail to live up to their hype. This will be a relatively small seminar (maximum = 15), so you will be expected to have read everything assigned and to participate actively in class discussion.|
|SESP 383||Practicum in Human Development - LOC Section (Practicum) LOC|
|SESP 385||Practicum Analysis Seminar - LOC Section (Lecture) LOC|
|SESP 387||Practicum in Human Development - LOC LOC Section|
|SESP 388||Practicum in Human Development - SOC POL|
Last Updated: 2014-03-26 11:53:44