Podcasting's Possibilities for Mental Health: The Rise in Mental Health Podcasting and Societal Acceptance of Open Discussions of Mental Health

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Description of Research Project

The rise and expansion of podcasting has paralleled the expansion of open discussions of mental health. The digital and intimate nature of podcasting provides a private and personal place for the audience to listen to advice, discussion, and at times most importantly mental health self-disclosure (Baker, 2019; Douglas, 2013; Euritt, 2023; Johnson, 1983; Lindgen, 2023; Lovigilo, 2024). While this change in listening alone parallels previous technological change such as early radio on crystal sets and listening to music on a Walkman (Bull, 2006), the content of mental podcasts especially first-person self-disclosure represents a divergence from music and other audio entertainment formats. The commercialization of many podcasts over the last two decades has increasingly meant that podcasting is partly subject to similar audience requirements as radio broadcasting, but on a smaller scale (Sterne & Morris, 2008). Podcasting, however, still has space for podcasts that are not as easily commercialized and are what might be called labors of love. It is the latter that allow for the experimentation with podcasting and lived experiences of mental health disclosures that have become.

Discussion mental health in digital and social media has resulted in the of sounding the alarm about the potential for errors in mental health self-diagnosis due to posts in social media, particularly TikTok (Charmaraman, 2022; Corzine & Roy, 2024; Ghani, 2022; Miller, 2022; Paul, 2022; States Launch Probe into TikTok's Effect on Kids' Health, 2022). Research in the field has focused on TikTok, Instagram, Twitter and the impact of social media, examining the potential of such content (Basch et. al, 2022; Jadayel et. al, 2017; McCosker & Gerrard, 2021; Pretorius et. al, 2022). The research on mental health, wellness, and care in podcasting is in its early stages (Bennett, 2024; Diebold et. al, 2020; Lindgren, 2021; Low, 2021; Meserko, 2014; Peterson 2022; Shilo, 2020; Robson 2021). The serendipitous opening up of discussions of mental health, particularly lived experiences have found an appropriate resting spot in podcasting. Increasingly the correspondence between the natural of podcasting listening and the desire to listen privately and conveniently has been examined. Caoilte, Lambert and Murphy found accessibility, mental health literacy, potential pitfalls, reassurance and lived experience account for the rise in mental podcast listening according to their survey research (Caoilte et. al, 2024). This work will focus on the podcast and mental health, but specifically about the public discussion and the disclosure of lived experiences.

The objective of this DARE project will be to:

1. Employ content analysis to frame the development of mental health podcasting, especially in the Canadian context;
2. Employ critical discourse analysis, frame analysis, and other methods to outline the criteria for excellent mental health podcasts;
3. Examine public online response to mental health podcasts

The goal will be to give a joint presentation and work on hosting a radio, audio, and podcasting conference. Ultimately a publication will be part of the work.

This work will look at the serendipitous parallel increase in podcasts and public discussions of mental health, especially including lived experience to demonstrate the interdependence of the platform and the change in public discourse. The sample will include mental health and podcasting, which serves diverse communities, dealing with trauma, depression, grief, microaggressions, anxiety, ADHD, ADD, ASD, and others. Additionally of interest in this research are the podcasts that take an intersectional approach to mental health in racialized, gendered, or other identified communities (Fox et al., 2020; Low, 2021).

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Undergraduate Student Responsibilities

The DARE student responsibilities will include a variety of tasks to support this early-stage research project. This project is in its first year and the data collection phase, so the student will be first be collecting the sample for the analysis, starting with assembling texts and images from legacy and social media. This will include some work with audio materials, namely podcasts. The DARE student will have an opportunity to work on the literature review and locate any missing sources.

The DARE student will also have the opportunity to receive training in knowledge mobilization and public outreach, if necessary. The DARE research assistant will be provided with training in statistics, bibliographic and literature searches, Word, Excel, PowerPoint, and others as needed. The DARE student will support ongoing research and time sensitive work, prioritized by deadlines and the amount of work available in each area.

The DARE student will receive training in a variety of qualitative and quantitative research methods as well as sampling. The student’s contribution will be a core element of the work because it depends on empirical data drawn from texts and images in legacy and social media. The project will employ content analysis, frame analysis, and critical discourse analysis. The work is an immersive research experience, engaging the student on a deep and transformative level of learning. The research will be conducted on a high-level including the undergraduate student at the same level as graduate students as their ability permits.

The DARE student will also receive training in for work on an academic conference. The DARE student will participate in the organization of materials, work with podcasts, transcription, and organization of the transcriptions. We will work on a book chapter or journal article as well as a presentation, so there may be some work on that to make sure all the material is submitted.

Training will be provided for every aspect of the project. especially frame analysis, literature reviews, sampling, content analysis, and critical discourse analysis. Should the student indicate an interest, because we will be using new research literature, the student can submit a book review for independent publication, with support and guidance and submit to present at the conference.

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Qualifications Required

Students must be LA&PS majors or minors, have a minimum GPA of 7.0, have completed at least 48 credits by May 1, 2026, and other requirements of the DARE.

Students must have basic organizational skills, basic software skills (word processing, email, database management, spreadsheets), and demonstrated organizational and time management skills. They must be willing and able to work both independently and as part of a team with the professor, graduate students, and undergraduate students or volunteers and staff. A demonstrated initiative and willingness to learn with a positive outlook and attitude toward work is important. A demonstrated sense of honesty and integrity are also important. The student will require excellent communication skills. There will be some professional emails and phone calls, so proficiency will be needed. We will be dealing with the public in the case of contextual research, so comfort and experience talking to people will be important.

High typing speed is an asset. Teamwork experience, leadership experience, and previous experience with research and research methods are assets. It would be an asset if the student could work in English and French but not required.

Students will be taught and trained the specifics of the research methods and sampling methods employed in the project. Some knowledge of research methods is an asset but there will be training.