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Thematic analysis generated five themes: motivation for professional growth, CPD acquisition challenges, CPD relevance to practice, coping strategies, and long-term implications. 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Professional Development at the University of Cabuyao  \nKrizza Shaine A Teope 1*, Pauline Mari Perez 2, Daphne Hope V Retrita 3, Calista Aimee Evelyn M Salvatierra 4, Roy Kenneth Y Lazaro 5  \n1-4 College of Arts and Sciences, City ofCabuyao, Laguna, Philippines  \n5 RPm, CHRA, College of Arts and Sciences, City ofCabuyao, Laguna, Philippines  \n* Corresponding Author: Krizza Shaine A Teope  \nArticle Info  \nISSN (online): 2582-7138  \nVolume: 06  \nIssue: 03  \nMay-June 2025 Received: 19-04-2025  \nAccepted: 21-05-2025  \nPage No: 1473-1481  \nAbstract  \nThis study aims to examine the experiences of psychology professionals concerning the challenges of continuing professional development. A phenomenological qualitative approach was employed, with six (6) participants selected through purposive sampling. (1) Participants in the study are psychology professionals from the University ofCabuyao (PnC) who are actively engaging in continuing professional development. By using thematic analysis, five themes emerged from the data: (1) motivation for professional growth, (2) challenges in CPD acquisition, (3) CPD’s relevance to professional practice, (4) coping Strategies for CPD challenges, and (5) long-term implications ofCPD. The study recommends coping strategies and methods for psychology professionals. Research should also examine how professional development impacts service quality and address logistical and financial barriers to support professionals and the community.  \nKeywords: Continuing Professional Development, Lived Experience, Psychology Professionals, Self Determination, Social Cognitive  \n1. Introduction  \nContinuous Professional Development (CPD) promotes ongoing learning and the improvement of skills, knowledge, and practices. Most individuals engage in CPD to stay current with the latest research, teaching methods, and best practices that evolve in their profession. CPD helps guide them in achieving these development goals. According to Srinivasacharlu (2019), CPD is a process that includes activities aimed at enhancing a person's skills, knowledge, expertise, and other professional attributes.  \nIn the UK, CPD is tracked annually, with activities categorized into work-based learning, professional activity, and formal education. These activities can be either directed (formal training or supervised projects) or self-directed (self-reflection or counseling) . Professionals must record their progress in portfolios. The Health and Care Professions Council (2019) also categorizes CPD activities as work-based learning, professional activity, formal education, and self-directed learning. Tulo and Lee (2022) highlighted four challenges for university educators: the quality of CPD activities, work-related issues, personal factors, and financial constraints. This study seeks to address the gap in research regarding the experiences of psychology professionals in CPD by exploring and understanding the challenges they encounter during their professional development journey.  \nThe Professional Regulatory Board of Psychology Resolution No. 04 (2021) called for a matrix ofCPD activities that can further pursue career development in psychology in the Philippines. Formal learning is similar to formal education in that activities under this banner involve continuing education with Higher Educational Institutions (HEIs) .  \nMeanwhile, volunteer engagement activities include community-based assignments such as outreach programs, disaster or calamity assistance, and much more. Lastly, informal learning, under this umbrella, includes CPD activities that may occur daily but are recognized, validated, or accredited to be an improvement in professional development. Professionals usually record or file their activities in some way, and the CPD council assesses and approves them in exchange for points.  \nDespite the recognized importance and processes of CPD, profe","cbCaivbDd4EA04x3","https://ap.wps.com/l/cbCaivbDd4EA04x3","pdf",1246737,"English","# Abstract\n# Keywords\n# 1. Introduction","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study examines psychology professionals’ experiences of the challenges they face in continuing professional development (CPD) at the University of Cabuyao.\"},{\"question\":\"What research approach and participants were used?\",\"answer\":\"A phenomenological qualitative approach was employed with six participants selected through purposive sampling.\"},{\"question\":\"What themes emerged from the data?\",\"answer\":\"Five themes emerged: motivation for professional growth, challenges in CPD acquisition, CPD’s relevance to professional practice, coping strategies for CPD challenges, and long-term implications of CPD.\"}]","The Lived Experiences of Psychology Professionals towards the Challenges of Continuing Professional Development at the University of Cabuyao | PDF",1789964521,23]