© Kamla-Raj 2016 Anthropologist 25(3): 268-277 (2016) Address for correspondence: Dr. Murat Tezer Associate Professor Near East University, Education Faculty Mathematics Education, Lefkosa, Mersin 10, 99138 Turkey Telephone: +90 392 22 36 464 /110 E-mail: murat.tezer@neu.edu.tr INTRODUCTION The purpose of general counseling, as well as being the same as the related services, differs at each stage of education (Bhargava and Sr- iram 2016). Although the purpose of lifelong counseling services has more aspects in com- mon with secondary schools, guidance servic- es at primary school have not been regarded as important either in the world or in Turkey and North Cyprus. However, in recent years, there has been a progress as a result of the positive effects of guidance services gaining more im- portance in primary schools. Counseling services at primary schools vary depending on the institution, entailing that the students’ perceptions of these services vary. It is a well-known fact that individual perceptions are formed as a result of their acceptance. Start- ing from the perspective mentioned above, the Anthropological Theory of Y. Chevallard in the 1980s, which is one of the basic didactic theo- ries, plays an important role, especially in the process of identification and interpretation of the studies performed and in their results (Trouche 2016). In later years, Yves Chevallard (1992) adopt- ed the anthropological didactics approach in order to improve the didactic transformation the- ory. In searching for general problems of teach- ing techniques of knowledge, he has introduced a new theoretical approach called anthropolog- ical didactic theory. Three basic factors are the main compon- ents of Anthropological Theory, that is, individ- ual (person), object and institution (Chevallard 1992). In this theory, the individual is the main focus in the phase of analysis or research. The object is any of those that exist for the individu- al. The institution is the combination of the unique ideas, methods and the person who teaches the knowledge. In other words, the main approach is the identification of the institution and the individual identification. In Anthropo- logical Theory, the relationship between these factors takes place by comparing individual iden- tification and institutional identification or vary- ing institutional identification (Trouche 2016). In this sense, this study is based on elicitation of the individual description of the students under the influence of more than one descrip- tion of the institutions. When the knowledge is considered as an object and the school as an Elementary School Counseling Services Assessment: Students’ Opinion Serdar Özmen 1 , Hasan Eren 2 and Murat Tezer 3 Near East University, Education Faculty, Department of Training Programs and Education, Nicosia, Mersin 10, Turkey 99138 * Telephone: +90 392 22 36 464 /110 * E-mail: <serdarzmen@gmail.com> 1 , < hasanfadileren@yahoo.com > 2 , <murat.tezer@neu.edu.tr> 3 KEYWORDS Primary School. Guidance Services. Psychological Consultation ABSTRACT This study aims to assess the student’s opinion about counseling services in the primary schools of North Cyprus. This study used survey method for collecting data and testing the proposed research model. Within the scope of this research, the school counseling and guidance services scale was applied to 512 fifth year students in all primary schools, where counseling services were available and provided the data based on the student opinion. The results showed that primary school students found the guidance service at a sufficient level in general. The students found the psychological consultation at an absolutely sufficient level. Students mentioned that the least sufficient factor is the guidance and placement service. However, the students who were familiar with the counselor and whose parents had received services from the counselor individually had a high level perception on the sufficiency level of the counseling services at school.