The rapid increase in the United States' racial and ethnic minority populations has accompanied a mental health revolution. Traditional models previously used to explain normality and abnormality are being questioned. Therefore, ways in which school psychologists can become more aware of their own cultural background, and thus provide caring, sensitive, and responsive mental health diagnostic services to those from other cultures, is the focus of this paper. Tips counselors can use to develop cultural competencies in awareness, knowledge, and skill are explored first, followed by a detailed analysis of the cultural limitations of using the Diagnostic and Statistical Manual (DSM-IV). It is argued that the DSM-IV incorporates culture into its diagnostic scheme, and since mental disorders exist within an individual who is interacting within a culture and society, it is important to understand cultural influences on diagnostic criteria. Ways in which to improve the DSM-IV's cultural validity, and thus its cross-cultural utility, are examined. Of particular interest is the interaction among religion, spirituality, and the DSM-IV. Some of the cultural limitations in using the Mental Status Examination (MSE) are also explored. Nine appendices feature assessment tools that counselors can use to heighten their awareness of their cultural background. Contains 60 references. (RJM)