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Archive for July, 2019

How to podcast

guest blogger30 July 2019

With the help of a Researcher-Led Initiative award, PhD students Fran Harkness and Jo Blodgett, and Research Fellow Aradhna Kaushal organised a day of podcast training for early career researchers to learn how to beam their findings straight into the ears of the general public. Here they explain what a podcast is and how you can get started making your own.

Why podcast?

Do you want to learn how to share your research discoveries beyond academic community (and pay-) walls? It would be unusual for a non-academic to read a journal, and as researchers, it’s not possible control how findings make headlines. But 6 million people in the UK listen to a podcast every week. And with people almost entirely listening to episodes as a lone activity- often on their phones whilst driving or travelling- the podcast has their full attention. Podcasts such as ‘All in the Mind’, ‘The Infinite Monkey Cage’, and our own Institute’s ‘The Lifecourse Podcast’ are easy to access (freely available online), and able to build a relationship with audiences through regular episodes. They disseminate new research in an informal style, often by chatting about new research with a fellow host, or interviewing academics.

Researcher-led initiative

We knew we wanted to make a podcast, but we didn’t know how. That’s where the Researcher-Led Initiative awards came in. We successfully applied for £1000 from the UCL Organisational Development to invite an experienced podcast trainer, Chris Garrington, and fellow academic and journalist Jen Allan to teach us everything we needed to make our own episodes.

Along with 13 other early career researchers, we learnt about the practical aspects of making a podcast such as how to conduct an interview, choosing recording equipment, incorporating jingles, editing audio files and disseminating podcasts online. We practiced recording and editing our recordings. It was such a buzz hearing our voices “introducing” our own podcast after the jingle. Of course 10, 000 more practice hours are needed before any Poddies are won but it was much easier than we thought it would be.

Recording a podcast series

We learnt that before you make your podcast, it’s important to consider the ideal format for the topic. For example, will a monologue or interview work best? Is the role of the presenter to ask questions on behalf of the audience or to offer their own opinions and thoughts? We also considered how many episodes are feasible to make, how often and how long should they be. Who are the audience and what kind of tone and style will appeal to them?

We experimented with sound quality between recording straight onto our laptops or enhancing it with different microphones, and received sage advice such as not to record in a coffee shop and to record some background sound separately when on you are on location in case you need to loop it in behind new recordings back in your studio (ahem bedroom). Jen then gave us a session of how to get the information you need from your interviewees, including to learn to soundlessly agree with them so to not cut them off (as qualitative researchers probably already know), and how to get around difficult questions.

What kit do you need?

You don’t need highly specialised equipment to make a podcast. An investment in a good microphone will ensure the quality of the audio recording. You may also consider different types of microphones (such as lapel microphones or hand-held) for different needs. You can also record interviews via Skype or Zoom using an Ecamm Call Recorder. Once you have your audio file, you can edit this using freely available software such as GarageBand (Mac) or Audacity (Windows). When you are ready to share your podcast with the world, you can share this using a podcast hosting website such as Libsyn: A podcast host simplifies and automates both the RSS feed and file hosting and delivery to your subscribers. But a good host does more than that by providing useful stats, tutorials, and support.

Thanks to Chris and Jen, we somehow finished the day with a mini episode and many big plans for the future! Watch this space.

I wanna hold your hand: helping young people prepare for happy healthy relationships

guest blogger11 July 2019

The teenage years are a time for experimenting and for pushing boundaries – particularly when it comes to intimate relationships. Such experimentation is a natural part of growing up. But there are potential risks, too – particularly if these early experiences aren’t positive ones. A new study from Professor Yvonne Kelly from UCL’s Department of Epidemiology and Public  Health  and colleagues, investigates what kinds of intimate behaviour 14 year-olds engage in, and asks how this insight can help to ensure  young people are well prepared for healthy and happy adult relationships.

We know teenagers experiment with intimacy, often moving ‘up’ the scale from hand-holding or kissing to more explicitly sexual activity. But we also know teenage pregnancy numbers have been dropping in recent years. And our new study suggests that fewer young teenagers are actually having sexual intercourse than some might previously have thought.

We’ve all seen the headlines – studies have shown us (links) that 30 per cent of those born in the 1980s and 1990s had sex before the age of 16, and that among those born in the early 1990s a little under one in five had done so by age 15. But our new evidence, based on 14 year-olds born during or just after the year 2000, paints a rather different picture of this latest generation of teenagers.

Our research used data from the Millennium Cohort Study, the most comprehensive survey of adolescent health and development in the UK. It follows children born between September 2000 and January 2002 and has collected information on them at nine months and subsequently at age  three, five, seven, 11, and  14 years. We used information from the most recently available data, when the study’s participants were 14 years old, and were able to look closely at the lives of 11,000 of them.

Intimate activities

Participants were asked about a range of ‘light’, ‘moderate’ and ‘heavy’ intimate activities. Handholding, kissing and cuddling were classed as ‘light,’ touching and fondling under clothes as ‘moderate’ and oral sex or sexual intercourse as ‘heavy.’

As might have been expected, more than half – 58 per cent – had engaged in kissing, cuddling or hand-holding, while 7.5 per cent, or one in 13, had experienced touching or fondling. But in contrast to other studies, (though our sample was younger than those mentioned above) we found only a very small proportion – 3.2 per cent or fewer than one in 30 – had been involved in ‘heavy’ activities in the year before they were interviewed for the study.

And most parents can take comfort from the fact that if their children aren’t participating in other risky activities such as drinking or smoking, they probably aren’t having sex either – there was clear evidence of links between heavier sexual activity and these factors.

We also found those who were most likely to confide worries in a friend rather than a parent, those whose parents didn’t always know where they were and those who stayed out late were more likely than others were to be engaged in heavier forms of sexual activity. Other potential links were found to drug-taking and as well as to symptoms of depression.

Our findings suggest young people who push boundaries may push several at once – that those who drink, smoke or stay out late, for instance, are more likely to engage in early sexual activity.

So, initiatives which aim to minimise risk and promote wellbeing are crucial – and they need to look at intimate activities, health behaviours and social relationships in relation to one another.

A key point is that if young people can learn about intimacy in a positive way at an early stage, then those good experiences can build foundations which will help them throughout their lives.

Most importantly young people need to know how to ensure their intimate experiences are mutually wanted, protected, and pleasurable. The concept of “sexual competence” – used to refer to sexual experiences characterised by autonomy, an equal willingness of partners, being ‘ready’ and (when relevant) protected by contraceptives – is important at all ages, as are close and open relationships with parents.

Better understanding of this interplay between personal relationships and behaviours are key to better support for young people. The right intervention at the right time can ensure a teenager’s intimate life is set on a positive course.

Partnered intimate activities in early adolescence – findings from the UK Millennium Cohort Study, by Yvonne Kelly. Afshin Zilanawala , Clare Tanton, Ruth Lewis and Catherine H Mercer,is published in the Journal of Adolescent Health.

*Afshin Zilanawala is based at the Research Department of Epidemiology and Public Health, University College London, and Oregon State University, United States.

Clare Tanton is based at London School of Hygiene & Tropical Medicine.

Ruth Lewis is based at the University of Glasgow.

Catherine H Merceris based at University College London.

This blog article is courtesy of the Child of our Time blog, which is a blog about the health and happiness of children living in the UK. led by the ESRC International Centre for Lifecourse Studies, University College London,