Abstract:

Integrated Spiritual Intelligence skill is related to ability to transcend the material world and resort to spirituality.
In order to understand this type of intelligence in the school environment and also promoting strategies for consolidating their well-being throughout their lives we develop a project that includes the application of The Integrated Spiritual Intelligence Scale (Amran & Dreyer, 2008), in order to understand the levels of development of spiritual intelligence.
The methodology includes the application of the scale to a group of high school students (between 14 and 18 years old) made it possible to test hypotheses about the factors of context and personal life history that most positively influence the development of this type of intelligence.
It was found that the factors with the most impact on spiritual intelligence were the mother's schooling and the trips that students experienced.

Thirty one questions distributed by 5 dimensions of Spiritual Intelligence were applied:
a) Religious and Spiritual Coping – ability to transcend the material world and resort to spirituality as an adaptative strategy to support problems and daily challenges;
b) Meaning – ability to seek individual meaning and planetary experiences;
c) Awareness – Ability to develop a comprehensive, creative and intuitive world awareness;
d) Grace – ability to acquire a sense of gratitude towards all living beings;
e) Mission – ability to develop a sense of mission in life.

The main results stand out as challenges to interventions in the field of skills such as confidence, self-esteem, optimism and resilience: Girls obtained higher scores with the exception of the Grace dimension in almost dimensions; Religious and Spiritual Coping and in the group of boys was the dimension with the lowest score; Grace was the dimension with the highest score in the group of boys; Meaning dimension had better scores on 4 of the 5 of Students aged 14 and 15; Religious and Spiritual Coping, Conscience and Grace dimension had the best score in the 14 and 15-year-old boys; Mission had the best score in 17-and 18-year-old girls.
In conclusion, considering Spiritual Intelligence as the one that integrates all other forms of intelligence (including cognition, emotion, and kinesthetic sense) it can be understood if one of its dimensions is less developed, understanding the impact on adaptative and developmental skills.
The spiritual question remains: how do we enhance the vision of integrating spirit in a complex reality and understand this in relation to the specialization of the knowledge society?

Keywords:

Integrated Spiritual Intelligence, Assessement, Well-Being.