In recent years, therapeutic techniques have played an increasingly significant role in Danish educational thinking. One way in which this therapeutic thinking discloses itself is in the ever-growing use of educational-therapeutic games as part of the educational practice. Inspired by Foucault, we argue that educational-therapeutic games can be understood as a kind of confessional practice that introduces a pastoral power relationship between pupils and teachers. This paper offers an empirically based analysis of one of the frequently used therapeutic-educational games in Denmark, called "The Good Chair". In general, the technique of "The Good Chair" establishes a type of interaction that is characterized by a sense of togetherness, intimacy, and an instrumentality-problem orientation. The structure and regulation of the game cast the child as a psychological being by uncovering the child's true inner nature. (Contains 1 note and 1 table.)