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Goal: The important step towards developing a healthy life behavior is to avoid risky life behaviors. This study is designed to identify the behaviors of alcohol and drug addicts to a healthy lifestyle and to investigate the impact of education on healthy lifestyle behaviors by providing them training in this field. Tool and Method: The research was carried out at the University of Ege Addiction Unit. The necessary permissions for the conduct of the research were obtained and the work was carried out with volunteers.  According to the DSM-IV diagnosis, 33 patients were diagnosed with alcohol/substance addiction and were treated in bed. Before training for patients, the sociodemographic data survey, the scale of healthy lifestyle behaviors, was applied. The psycho-educational program, which consists of a weekly session, was implemented for a total of 4 sessions of an hour and a half. A month after the training is completed, the healthy lifestyle behavior scale is reapplicated and compared to the pre-training. The data was analyzed with the SPSS 15 package program. The findings: The individual’s healthy lifestyle behavior scale has been shown to have increased in the latest measurements the overall score, self-execution, health responsibility, exercise, nutrition, interpersonal support and stress management scale. For all scales, the score difference between the pre-test and the final test is statistically significant (p<0.01). The result: Addicts should be able to make healthy choices, appropriate health education initiatives should be developed by health professionals. ABSTRACT Background: The main factor for developing healthy lifestyle behavior is avoiding risky lifestyle behaviors. This study has been planned to determine the healthy lifestyle behaviors of alcohol-substance dependents and to assess the effects of a psychoeducation program on it. Methods: The study was conducted in Ege University Dependency Unit. The research was conducted in accordance with ethical principles and volunteers. The sample consisted of 33 inpatients fulfilling DSM-IV criteria of alcohol/substance dependence. Health Promoting life-style profile questionnaire was used before and 1 month after 4 sessions (each session 1.5 hours, 1 week a part) of psychoeducation education program. The results were compared by using SPSS 15 program. Results: The total scores and subscales scores which are self-actualization scores, health responsibility scores, exercise, nutrition scores, interpersonal support scores and stress management scores of health promoting life-style profile were increased after the education. A statistically significant difference was found between pretest and retest scores (p<0.01). Conclusions: Dependents should be empowered to make healthy choices, and appropriate health education interventions should be developed by health professionals.

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