This study intends to examine why the Swedish children’s programme Bolibompa is produced the way it is during a larger catastrophe. Our intention was to find out how the editorial staff, in the children’s department in the public service television of Sweden (SVT),was handling the Estonia disaster, the September 11 attacks and the Asian Tsunami. To accomplish that, we first had to find out how the children’s programme looked during these catastrophes and also understand how the editorial staff was working with children’s programme during ordinary days. To achieve our purpose we have been interviewing five persons from SVT, who was involved in producing the children’s programme during these three catastrophes. The method we used was qualitative research interview and theories of socialisation, media effects, social responsibility and theories of rhetoric mass media guided our study. We found out that the editorial staff was producing the children’s programme differently during each catastrophe. When the Estonia disaster occurred, the children’s programme was delayed because of extended news. Next to the children’s programme a host was talking directly to the children trying to explain the accident. The day after the September 11 attacks the host of the children’s programme was discussing the catastrophe with invited guests in the TV studio. The editorial staff thought that many children were frightened at the time and that explains why they decided to keep a conversation. During the Asian Tsunami, SVT was broadcasting a Christmas special, and the children’s programmes weren’t changed at all,mostly because a break in the Christmas series would cause a lot of problems.

<p>This study intends to examine why the Swedish children’s programme Bolibompa is produced the way it is during a larger catastrophe. Our intention was to find out how the editorial staff, in the children’s department in the public service television of Sweden (SVT),was handling the Estonia disaster, the September 11 attacks and the Asian Tsunami. To accomplish that, we first had to find out how the children’s programme looked during these catastrophes and also understand how the editorial staff was working with children’s programme during ordinary days.</p><p>To achieve our purpose we have been interviewing five persons from SVT, who was involved in producing the children’s programme during these three catastrophes. The method we used was qualitative research interview and theories of socialisation, media effects, social responsibility and theories of rhetoric mass media guided our study.</p><p>We found out that the editorial staff was producing the children’s programme differently during each catastrophe. When the Estonia disaster occurred, the children’s programme was delayed because of extended news. Next to the children’s programme a host was talking directly to the children trying to explain the accident. The day after the September 11 attacks the host of the children’s programme was discussing the catastrophe with invited guests in the TV studio. The editorial staff thought that many children were frightened at the time and that explains why they decided to keep a conversation. During the Asian Tsunami, SVT was broadcasting a Christmas special, and the children’s programmes weren’t changed at all,mostly because a break in the Christmas series would cause a lot of problems.</p>

During the years 1994 and 2004, Sweden suffered two major international crisis that affected and challenged the crisis management in Sweden. This essay is based on Swedish crisis management of two national crises: the Estonia disaster 1994 and the Tsunami disaster in Southeast Asia 2004. The main question of the essay concerns the Swedish government´s crisis management during major crises and how the crisis management changed between and after 1994 and 2009. The main question is divided into three subqueries that leads the analysis. The questions are (1) What shortcomings were identified in the government´s crisis management work in connection with the two disasters? (2) What changes were made to crisis management policy after the two disasters? and (3) How can the crisis-inducing learning after the two disasters be interpreted/understood? The purpose of this essay is to find out the policy changes that took places after the two disasters, to find out if these crises have changed the work around crisis in Sweden or if the criticism levelled at the government after the Estonia disaster was the same after the tsunami disaster. The essay is based on a qualitative method that involves making a comparison between the two crises, by analysing material through state public investigations (SOU) and from the National Audit Office in Sweden. The conclusion from this essay is that the crisis management after the Estonia disaster did not result in any radical changes to improve the clear shortcomings of the crisis management. However, we were able to see that the changes the Swedish government talked about needed another major crisis, namely the tsunami disaster before the establishment of a crisis organization. Crisis management is constantly changing, albeit slowly. It is not possible for the Swedish government to wait for a new crisis to occur before the policy changes are implemented in crisis management.