Deutsch, C. Vhutshilo: Curriculum for Peer-Led Prevention and Spport Groups for Vulnerable Children. Johannesburg: Centre for the Support of Peer Education, 2007.
Deutsch C. Facilitators Guide for Your Moves: An Interactive CD-ROM. Pretoria, South Africa: Higher Education HIV and AIDS Programme, 2004.
Deutsch C. and Swartz S. Rutanang: Standards of Practice for Peer Education on HIV/AIDS in South Africa. Five volumes. Pretoria: South Africa Department of Health, 2002, 2003.
Deutsch C, Michel B, Swartz S. Peer education as a rigorous technology for South Africa. AIDS Bulletin, 12:2, August 2003.
Doll L, Dino G and Deutsch C. Linking science and practice: Two academic/public health collaborations that are working. Health Promotion Practice 2001.
Deutsch, C. Common cause: School health and school reform. Educational Leadership 2000 57: 8-12
Wechsler H, Deutsch C, and Dowdall G. Too many colleges are still in denial about alcohol abuse. Chronicle of Higher Education, April 14, 1995.
Dhillon HS and Deutsch C. Links: A Human Relations, Communication, and Leadership Program for Community Health Workers and their Supervisors. Geneva: World Health Organization, 1994.
Deutsch C, Haber D, and Blaber C. The Teenage Health Teaching Modules for Grades 9/10. Four volumes: Protecting Oneself and Others; Preventing Injuries; Living with Feelings; Strengthening Relationships with Family and Friends. Newton MA: Education Development Center, 1992.
Deutsch C. Broken Bottles, Broken Dreams: Understanding and Helping the Children of Alcoholics. New York: Teachers College Press, 1982.
Dr. Deutsch focuses on developing systems that harness the abilities of young people to strengthen community health. His curricula and programs have been disseminated by the National Institute on Alcohol Abuse and Alcoholism, the U.S. Department of Education, and the Centers for Disease Control and Prevention (CDC). For more than twenty years his book, Broken Bottles, Broken Dreams: Understanding and Helping Children of Alcoholics, has prepared professionals and nonprofessionals to play early intervention roles.
Dr. Deutsch is Co-Principal Investigator and Deputy Director of the Harvard Prevention Research Center on Nutrition and Physical Activity (HPRC). Inaugurated in 1998 with support from the CDC and other partners, HPRC studies, promotes and evaluates scientifically sound school- and community-based interventions for children and youth to increase physical activity, improve nutrition, and prevent overweight and obesity. He is also Lead Investigator of the Maine-Harvard PRC, a partnership with the Maine Centers for Disease Control and Prevention and the Maine Center for Public Health; and Principal Investigator of the HPRC’s Youth Task Force, funded by the Harvard Pilgrim Health Care Foundation to support high school students’ participatory research on nutrition and physical activity.
Dr. Deutsch has long been involved in international health promotion. For the World Health Organization (WHO), he developed a comprehensive program in communication, supervision and leadership skills for primary health care and community health workers in East Africa.
Since 1999 he has been working with the South Africa Departments of Health and Education to strengthen programs to prevent HIV infection among youth. With funding from the US President’s Emergency Plan for AIDS Relief (PEPFAR) through CDC and USAID, he established the Centre for the Support of Peer Education (CSPE), the first academic center devoted to improving peer education as a strategy. CSPE’s mission is to demonstrate that peer education in South Africa can achieve regular, consistent face-to-face access to communities, families and youth as part of a sustainable life skills, health promotion and HIV and AIDS prevention system.
Peer Education (PE) seeks to strengthen social norms that combat gender inequity and fatalism. It aims to prevent new HIV infections, encourage testing and early treatment, and support the vulnerable children of the pandemic against threats to their health and safety. To succeed at these objectives requires more than dozens of individual programs that approach PE as if you "just do it." Effective, rigorous PE must be supported by a coherent, scientific, and sustainable intersectoral system. This system is evolving from a unique national consultative process HSPH started in 2000, involving hundreds of South Africans, national and provincial departments of health, education, and social development, and dozens of organizations and institutions.
Based at Wits University in Johannesburg, with additional offices in KwaZulu Natal, CSPE provides its partners with training, ongoing technical assistance, materials development, a common management information system, and help understanding, conducting and disseminating research and evaluation. Its partners include 4 of the 9 provincial departments of education; the national and two provincial departments of health; the Anglican Church and Catholic Institute for Education; several NGOs and sport and recreation programs; higher education institutions; and the SA Police Services.
CSPE also receives PEPFAR funding through USAID for an innovative program applying peer education to the needs of South Africa’s 1.2 million orphans and vulnerable children (OVC). OVC require sustained psychosocial support, concrete coping skills, and education to prevent risk behaviors for HIV infection and other threats to health and safety. However, South Africa faces a critical shortage of professional capacity. Moreover, many vulnerable children will only accept help in the context of social activities that are fun, safe, and connect them with their peers, schools and churches, and communities.
In 2006-07, CSPE began to work with selected SA partners operating drop-in centers for OVC. CSPE developed and field-tested Vhutshilo, a curriculum and training process for peer-led, structured, time-limited, interactive prevention education and support groups for 10-13 year old OVC. Trained and carefully supervised peer educators (16-19 years old) plan and facilitate these groups, and serve as role models of resilience. In 07-08 CSPE will continue support to the original 10 implementing sites; extend the 10-13 year old program to 30 new sites, including schools and churches; and develop, test, and implement a new curriculum and training process for peer-led groups for 14-16 year old OVC. In the project’s third year CSPE will test whether peer educators from the 10-13 year old groups, under the supervision of older peer educators, can work with 5-10 year old children in recreation and support capacities.
Another PEPFAR/USAID subcontract supports the evaluation of the Vhutshilo intervention for 10-13 year olds between October 2007 and September 2008. It will assess: 1) The feasibility of training and supporting South African community-based programs to deliver a peer-led group intervention for OVC; 2) The impact of the program on OVC knowledge, attitudes and intentions, skills and behaviors; 3) The impact of the program on the peer educators; 4) The strengths and weaknesses of the intervention components; and 5) Burdens and benefits for implementing programs.
Dr. Deutsch has consistently focused on environments that promote the social, behavioral, and emotional dimensions of child and family health; systemic strategies for helping children and families isolated by stigmatizing conditions; and the roles in child and adolescent public health played by educators, other non-health professionals, and youth.