In Dutch policy and at the societal level, informal caregivers are ideally seen as essential team members when creating, together with professionals, co-ordinated support plans for the persons for whom they care. However, collaboration between professionals and informal caregivers is not always effective. This can be explained by the observation that caregivers and professionals have diverse backgrounds and frames of reference regarding providing care. This thematic synthesis sought to examine and understandhow professionals experience collaboration with informal caregivers to strengthen the care triad. PubMed, Medline, PsycINFO, Embase, Cochrane/Central and CINAHL were searched systematically until May 2015, using specific key words and inclusion criteria. Twenty-two articles were used for thematic synthesis. Seven themes revealed different reflections by professionals illustrating the complex, multi-faceted and dynamic interfaceof professionals and informal care. Working in collaboration with informal caregivers requires professionals to adopt a different way of functioning. Specific attention should be paid to the informal caregiver, where the focus now is mainly on the client for whom they care. This is difficult to attain due to different restrictions experienced by professionals on policy and individual levels. Specific guidelines and training for the professionals are necessary in the light of the current policy changes in the Netherlands,where an increased emphasis is placed on informal care structures.
The central aim of this dissertation is to increase our understanding of changes in identifications and in the professional identity of employees, by investigating the prominent foci of identification, their mix in higher-order social identities and the personal and organisational factors (HRM and supervisory behaviour) that are involved in the change of these professional self definitions. Building upon the assumption that institutions for Higher Education and their workforce are being continually challenged to keep up and adapt to changing societal demands and that it is the quality and flexibility of the workforce which is the key factor to address this turmoil, this dissertation specifically focuses on the understanding of changes in teachers’ professional identity in higher vocational education. For this purpose four related empirical studies have been conducted. Together these studies illustrate the considerable professional diversity in the workforce and shed light on the relationships between foci of identification and professional identities, performance appraisal, leadership, career competencies, customization strategies, professional development and changes in teachers’ identifications over time.
