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During the early stages of the COVID‐19 pandemic, reports emerged that lockdowns were increasing the prevalence of domestic and family violence (DFV) in Australia and across the world. The lockdowns and restrictions were necessary to contain the pandemic. However, leaders in the domestic family violence sector expressed concerns early during 2020 that these lockdowns would lead to the escalation of domestic and family violence. Calling it a shadow pandemic, the United Nations Secretary‐General urged all governments to prioritise the prevention of violence against women in their national response plan for COVID‐19. To gain some insight into the Australian context, a Queensland University of Technology (QUT) Centre for Justice research team conducted a nationwide survey to assess the impact of COVID‐19 pandemic on DFV services and their clients. Findings based on survey data from 362 participants from the DFV sector, including 1,507 qualitative responses, confirm the concerns raised early in the COVID‐19 pandemic. This article provides an overview of the survey results, discusses the findings in the light of national international research and highlights the resources needed to strengthen the DFV sector in the future.

Transformative approaches to social work have been popular for some time. Most discussions of this perspective, however, focus on actual practice with clients or service users, not educational contexts. In addition, there is often a lack of clarity about what "transformative" really means, both in theory and in practice.This book brings together a range of contributors to reconsider transformative social work, focusing on concrete examples in academic settings both inside and outside the classroom. They illustrate theories and practices of transformative social work in the academy in detail from different standpoints. Chapters by scholars at all career stages, students, staff, and managers consider all aspects of academic work—teaching and learning, research, and administration—as well as labor that academics perform outside the university. Authors describe their understanding of a transformative perspective as well as the practices that flow from this conception, providing rich detail on how a transformative approach can be implemented.This book stands out for the breadth of its focus, its international contributions, and its openness about the new challenges involved in doing transformative work today. It develops an expansive and systematic understanding of what "transformative" can mean across the entire academic and professional context of social work education