This study aimed to investigate the effectiveness of a play and empathy-based program in enhancing adolescents' creativity . The research was conducted using a quasi-experimental method with a pretest-posttest control group design. The statistical population included 10th-grade female students from a public school. A total of 60 students were selected through convenience sampling and randomly assigned to experimental (30) and control (30) groups. Research instruments included the Torrance Tests of Creative Thinking – Figural Form (TTCT-F), the Iranian Adolescent Psychological Capital Scale (IAPCS), the Parent-Adolescent Conflict Questionnaire (PACQ), and the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF). Data were analyzed using univariate and multivariate analysis of covariance in SPSS version 26. The training program was conducted over 12 sessions of 90 minutes across 12 weeks. The results showed that play-based training significantly increased creativity (p<0.01)/ flexibility (p<0.05)/ and originality (p<0.01), but had no significant effect on fluency and elaboration (p>0.05). It also reduced parent-adolescent conflicts (p<0.05), but had no effect on psychological capital and emotional intelligence (p>0.05). Play-based educational programs enhance adolescent creativity and reduce parent-adolescent conflicts and are recommended for implementation in schools.