The purpose of this study was to examine the difficulties in collaboration when school counselors and teachers support their students. We investigated the cause of difficulty in collaboration and the efforts in resolving those difficulties. As a result of an analysis by the Modified Grounded Theory Approach, three core categories were generated. It was found that school counselors and teachers did recognize that there were difficulties (core category Ⅰ: “latent difficulty of collaboration”) and tried to do what they could to maintain a cooperative relationship (core category Ⅲ: “intentional correction of relationships”). Furthermore, there is a possibility that core category Ⅰ turned into core category Ⅱ (“manifested difficulty in collaboration and conflict”).

In this paper, two studies were conducted to examine the effect of internal working model and anticipated cost and benefit on help-seeking intentions. Study 1 examined the effects of internal working model and anticipated cost and benefit on help-seeking intentions. The results of structural equation modeling indicated that the effect of internal working model on help-seeking intentions was mediated by anticipated cost and benefit. The results of Study 2 showed that internal working model affected the actual occurrence of cost and benefit, which in turn influenced the evaluations of help.