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Objectives. Religiosity and spirituality (R/S) are associated with many dimensions of human life and could contribute to one’s self-esteem; however, there is no certainty that this is also applicable to non-religious countries. Therefore, the aim of the study was to explore the association of different aspects of R/S with self-esteem in a secular environment. Participants and setting. An online sample of 464 Czech respondents aged 15 and over (mean age 30.7; SD=12.63; 27.2% men) participated in the survey. Self-esteem, religiosity, religious attendance, frequency of prayer, negative religious coping, image of God and spirituality were measured. Results. Regular prayer, spirituality (per standard deviation, SD), a low level of religious struggles (per SD) and a positive God image (per SD) were associated with higher self-esteem, with odds ratios ranging from 1.28 to 2.16 (p˂0.05 to p˂0.001). In contrast, compared to non-religious respondents, religious respondents had an approximately 60% lower chance of having a high level of self-esteem (p˂0.05). However, a combination of R and S showed that while religious/spiritual respondents did not differ significantly from non-religious respondents, religious/non-spiritual respondents had approximately 79% lower chance of having good self-esteem (p˂0.001). Study limitations. The main limitation of this study is that it did not reach a representative sample, which limits the generalizability of the findings to the whole population. This is also the first study using this kind of research approach, which, however, limits the interpretation of results. Moreover, it is a cross-sectional study, so any conclusions on causality cannot be made, and the questionnaire used only self-report measures, which could be influenced by a social desirability bias.

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Wireless remote microphones (WRM) are used as secondary assistive listening devices for students with hearing aids or cochlear implants to limit the negative effects of noise and distance for understanding speech. WRM technology is not yet widespread in the Czech Republic. The aim of this study was to use teachers' perspectives to compare the benefit of WRM in different situations and settings for students who are DHH. A final sample consisted of 36 teachers who had experience with and without WRM with their particular student. Bayesian statistical methods were used to analyse the data. When using a WRM, teachers reported better overall student responses, greater engagement of the students in the classroom, better management of multiple instructions and a reduction of the students' need to ask questions and the confusion of similar‐sounding words. The WRM technology might help to mitigate the effects of hearing loss and advance equal opportunities in education. The use of these technologies should thus be more supported among Czech students, their caregivers and teachers.

Článek pojednává o bezdrátových technologiích pro děti se sluchadly nebo kochleárními implantáty ke zlepšení porozumění řeči v akusticky náročném prostředí. Přes nesporný přínos těchto technologií není jejich využití pro děti v batolecím a předškolním věku obvyklé. Studie zprostředkovává pediatrům a dalším odborníkům pečujícím o děti s vadou sluchu zkušenosti rodičů využívajících bezdrátové technologie. Z výzkumného vzorku 42 rodičů dětí s vadou sluchu jsme vybrali 9 rozhovorů. Parametrem výběru byl věk dítěte do 6 let a zkušenost s bezdrátovými technologiemi. Data byla analyzována pomocí induktivní tematické analýzy. Z provedené analýzy vyplynulo, že bezdrátové technologie mají pozitivní dopad na komunikaci s dítětem především při pobytu venku nebo jízdě v autě. Rodiče ocenili přínos lepšího porozumění reprodukovanému slovu a také větší bezpečnost dětí v dopravním provozu. Dopad bezdrátových technologií v prostředí domova a mateřské školy byl vyhodnocen jako zanedbatelný. U jednoho dítěte nebyla žádná změna po vyzkoušení pomůcky patrná. Rodiče překvapivě nezaznamenali vliv na zlepšení řeči a rozšíření slovní zásoby. Při vyhodnocování, zda dítěti tyto technologie doporučit, je třeba individuálně posoudit každý případ, vyhodnotit dostatečnost primární kompenzační pomůcky, informovat rodiče o možnostech využití bezdrátových technologií a také vysvětlit důležitost kvalitního poslechu pro rozvoj řeči a slovní zásoby.Klíčová slova: bezdrátové technologie, ztráta sluchu, kompenzační pomůcky, předškolní věk, rané dětství. Wireless technologies for children with hearing loss from early childhood to pre-school age (parents experience)The article discusses wireless technologies for children with hearing aids or cochlear implants to improve spoken language understanding in acoustically challenging environments. It focuses on early childhood and preschool age, when these technologies are still rarely used despite their benefit. The aim of this study is to explore parents' experiences and to bring these to the attention of Czech paediatricians and other professionals caring for children with hearing loss. Nine semi-structured interviews with parents of children under the age of six with experience of wireless technologies were selected from a wider survey with 42 parents of children with hearing loss. Data were analysed using inductive thematic analysis. The qualitative research revealed that parents observed improved communication with their child when outdoors and when driving. They also appreciated better understanding of speech and improved safety in traffic. They saw negligible benefits at home and in kindergarten. One parent didn't notice any change. Parents didn't report impact on speech and vocabulary. When evaluating whether to recommend these technologies, each case should be assessed individually and evaluate the sufficiency of the primary assistive device, inform parents about the possibilities of using wireless technologies. Parents should be explained the use and the importance of listening for speech and vocabu...