Background: Psychologists’ activity is highly demanding and impactful in multiple settings. Research on how psychologists warrant their competence, while ensuring their career success, has not been consistent. Identifying different profiles considering professionals’ perspectives on their competence and career success might inform training and development initiatives for psychologists in different stages. Objective: This study aimed to identify psychologists’ profiles based on their perceptions on competence and career success. Participants and setting: Qualitative data was collected from 12 focus groups with 67 psychologists (90% females), aged 24 to 58 years old (M=30.5; SD=5.8), with diverse backgrounds (Clinical and Health Psychology, Educational Psychology, and Social and Organizational Psychology) and seniority. Data Analysis: This study applies a variable-centered together with a person-centered approach to identify associations between the identified categories and individuals who reported them, towards configuration of profiles. Only categories reported by over 20% of the sample were retained for analysis (i.e., 21 categories). Multiple Correspondence Analysis (MCA) was performed to identify the relational structure between these variables, followed by a cluster analysis. Results: MCA identified three dimensions (Competence and Impact; Ethics in Intervention; and Context and Relationships) and four profiles: Ethical Practitioner profile (Cluster 1, N=23), highly committed to ethics towards positive change; Relational and Organizational centered profile (Cluster 2, N=15), highly focused on organizational climate; Identity-focused profile (Cluster 3, N=19) valuing professional identity and recognition; and Social and Structural Factors oriented profile (Cluster 4, N=10) centered on macro-social factors. Conclusions: Understanding psychologists’ profiles according to their views on competence and career success brings important insights into professional development. Results will be discussed in terms of implications for practice.

--