MOTIVATIONAL INTERVIEWING COGNITIVE BEHAVIOR THERAPY FOR ACADEMIC FUNCTION

Abstract

Integrating Motivational Interviewing with Cognitive Behavioral Therapy can create a more effective behavioral treatment than a set of strategies alone. The purpose of this article is to theoretically discuss the integration of MI and CBT by reviewing previous research related to MI-CBT. Results revealed that the integration paradigm began when MI was initially developed to build initial motivation, but motivation still fluctuated in strength and direction during the enactment and maintenance of change, suggesting that integrating MI with CBT may create a more efficacious behavioral treatment than either set of strategies alone. There are six stages in implementing MI-CBT, including initial motivation sessions, assessment and treatment planning, self-monitoring, cognitive skills, skills training and maintenance of change. Currently, MI-CBT interventions are still widely used to treat depression and anxiety problems in clients and students. However, there is not much use of MI-CBT for learning problems, especially academic functions in students. So it is important to pay attention to the elements of academic function because academic function is something that needs to be prioritized in the learning process, where with good academic function students are able to carry out the learning process well.