The therapeutic utilization of play and games as a major curricular concentration offers potential for the enhancement of cognitive, social/emotional, and physical development of young emotionally disturbed adolescents. The theory is illustrated with examples from related literature, the clinical experience of the authors, and descriptive material drawn from a public school therapeutic middle school program. Illustrations included in this discussion are examples of potential learnings to be developed through play and games in the middle school curriculum. Although extensive examples are drawn from an operating middle school program, these are to make the theoretical stance concrete rather than to feature a particular program. Thus definitive evaluative statements about the results of the emphasis of play and games in this particular program are not made. In addition, data evaluating the program have not been collected to isolate particular aspects of the curricula. Impressionistic experiences, substantiated by outside observers of the program, indicate that the role of play and games in this curriculum are important determinants for student growth. Suggested steps for incorporating systematic evaluative data in this and other situations are included. (Author/CL)