Associate Professor of Counseling Emerita

Dr. Anne Geroski is an Associate Professor Emerita in the Counseling Program. Formerly the Program Coordinator and School Track Coordinator, she served in the Counseling Program since 1996. Additionally, she worked as a teacher, administrator, elementary school counselor, mental health clinician, and consultant in various settings across the United States and abroad. Her scholarly work focuses on skills training, school counseling and substance use screening.

Much of Dr. Geroski's work was with a variety of First Nations peoples and new Americans. Her current practice was informed by her study of Narrative Therapy at the University of Waikato, New Zealand. She earned a Bachelors of Science degree in Special Education from Syracuse University, a Master's of Science in Counseling from the University of New Mexico, and a Doctorate in Counselor Education from the University of Maine. 


Geroski, A. M., Okech, J. E. A., & Krauss, K. L. (2020). Group Work in Schools: Preparing, leading, responding. San Diego, CA: Cognella.

Geroski, A.M. (2019). Helping skills for counselors. Cognella Academic Publishing.

Weist, M. D., Bruns, E., Whitaker, K., Wei, Y., Kutcher, S., Larsen, T., Holsen, I., Cooper, J., Geroski, A., & Short, K. H. (2017). School mental health promotion and intervention: Experiences from four nations, School Psychology International. DOI: 10.1177/0143034317695379

Geroski, A.M. (2017). Skills for helping relationship professionals. Thousand Oaks, CA: Sage Press.

Okech, J. E. A., & Geroski, A. (2015). Interdisciplinary training: Preparing counselors for interprofessional collaborative practice. The Professional Counselor, 5(4), 458-472. doi:10.15241/kbr.5.4.458

Smith, L. C., & Geroski, A. M., (2015). Decolonizing alterity models within school counseling practice. In R. Goodman & P. Gorski (Eds.), Decolonizing “multicultural” counseling and psychology: Visions for social justice theory and practice. New York: Springer.

Kindsvatter, A. & Geroski, A. (2014). The impact of early life stress on the neurodevelopment of the stress response system. Journal of Counseling and Development, 92(4), 472-480.

Smith, L. C., Geroski, A. M. & Tyler, K. B., (2014). Abandoning colorblind practice in school counseling. Journal of School Counseling, 12(16). Retrieved from

Geroski, A. M. & Kraus, K.L. (2010). Groups in schools. Preparing, leading, and responding. Boston: Pearson.

Winslade, J. & Geroski, A. (2008). A social constructionist view of development. In K.L. Kraus (Ed.), Lenses: Applying lifespan development theories in counseling (7-51). Boston: Lahaska/Houhton Mifflin.

The Shudder (2007). A Crack in the Rock. VRRP Volunteer Newsletter 3(10), 2.

Associations and Affiliations

  • American Counseling Association (ACA)
  • American School Counseling Association (ASCA)
  • Association for Specialists in Group Work (ASGW)
  • Association for Supervisors and Counselor Educators (ACES)
  • Vermont School Counseling Association (VSCA), Executive Board
  • New England Regional Association for Supervisors and Counselor Educators (NARACES)
  • Journal for Research in Rural Education, Editorial Board
Anne Geroski

Areas of Expertise and/or Research

  • Counseling skills
  • Parenting intentions
  • Work with children and adolescents


  • Ed.D. in Counselor Education from University of Maine-Orono
  • M.A. in Counseling and Family Studies from University of New Mexico
  • B.S. in Special Education from Syracuse University


  • 802-656-1437