The 'quick-time, slow-time' model of violence prevention: developing an evidence-based model of support and learning following violent incidents in an English young offender institution

Purpose: Violence remains a significant concern within youth custodial settings, despite policy frameworks intended to reduce it. This article explores a collaborative project in one young offender institution (YOI) aimed at re-mapping existing violence prevention systems to develop a new structured model that addresses organisational barriers. Approach: The project employed collaborative systems mapping of provision across three phases: (1) a targeted review of violence prevention evidence in youth custody settings; (2) practice observation including consultations with staff at a YOI; and (3) collaborative re-modelling current practice in consultation with staff. The process emphasised alignment with operational practices, incorporating evidence-based approaches to violence prevention. Findings: The 'Quick-Time, Slow-Time' model of violence prevention was developed and established three distinct but interconnected phases to provide a structured process after any violent situation and facilitate learning. Each phase has distinct roles, focusing on immediate safety and wellbeing needs, rapid learning and actions, and a comprehensive understanding of violent incidents feeding into strategic planning. Practical implications: The paper presents a theory-informed and operationally grounded framework for understanding and responding to violence in youth custody settings. The model provides a template for institutions to enhance violence prevention while maintaining operational effectiveness and staff well-being. Originality: This paper presents the development of a re-modelled, phased framework for violence prevention in youth custody, grounded in evidence and developed collaboratively with practitioners. The model reflects existing practice and offers a practical tool for implementing and aligning policy with practice while promoting staff support, a youth-centred approach, and institutional learning.