he emerging prominence of cross-cultural concerns vividly demonstrates that, no less important, is the fact that the boundaries of the counseling context are something of a moving target. Rosenfield and Nelson (1995) note that school psychology, which early in the 20th century was confined to psychometrics, or diagnostic aptitude testing of children's academic performance, intelligence, and personality has been extensively reconfigured "to meet the demands of public policy and litigation, the requirements of an increasingly diverse student population, and the constant shifting of educational concerns." Further to this point, Engels, Kern, and Durodoye (1997) explain that "no counselor education program . . . provide[s] sufficient preparation for a lifetime of professional service." While advocating the provision of continuing education of practitioners at all levels, they also caution against using credentials standards as an device for making entry into the profession more difficult.
By the same token, question of race and culture should not make en
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