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Abstract. Driver anger could be potentially harmful for road safety and longterm health. Because of its mood inducing properties, music is assumed to be a potential medium that could prevent anger induction during driving. In the current study the influence of music on anger, mood, skin conductance, and systolic blood pressure was investigated during anger inducing scenarios in a driving simulator. 100 participants were split into five groups: four listened to different types of music (high/ low energy in combination with both positive/ negative valence) or a no music control. Results showed that anger inducement was highest during high energy negative music compared to positive music irrespective of energy level. Systolic blood pressure and skin conductance levels were higher during high energy negative music and no music compared to low energy music. Music was demonstrated to mediate the state of anger and therefore can have positive health benefits in the long run.

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Peer Mentoring schemes tend to be developed as retention strategies, however, they can also serve other purposes (psychosocial or career‐related). However, evidence of the effectiveness of these presents mixed results and less is known about the horizontal peer support schemes which may help students capitalize on existing peer relationships. We developed an integrated learning communities (ILC) peer support scheme, building on the theoretical principles of social identity theory, which we embedded within our existing teaching framework and designed functional activities. Collective activities were undertaken to promote the processes of social identity with the intention that these may foster social and academic integration experiences. This intervention was undertaken with an entire cohort of first year undergraduate psychology students. We conducted semi‐structured interviews with a self‐selected sample of these students (N = 17). Thematic analysis revealed two main themes, each with two sub‐themes. These were: “Divergent Experiences” with the sub‐themes of “dependent on people” and “types of support”, and “Good idea in principle” with the sub‐themes of “Theory ≠ Practice” and “Dependent on student engagement”. Although identifying with a peer group was not transparent in the interviews, the existence of a peer support scheme was perceived positively by students which might explain the success of the newly developed student‐led Psychology Society. Indeed, this Psychology Society can provide a lasting framework for further amplification of the student voice. We conclude that our embedded ILC was both feasible and potentially valuable, but it is crucial for the peer support approach to have transactional significance.

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