To protect from such external influences, the Comprehensive System (Exner, 1993) provide its purpose of increasing reliability, it requires that the test should be administered according to the procedures and to the verbatim response of the subject (Wood et al., 1996). Lastly Gonerod (2003) conducted a systematic meta-analysis of test-retest reliability and its results show acceptable and good stability for Rorschach scores including CS.
Thousands of research and studies internationally have provided evidence for Rorschach validity. One of the most important criticisms in relation to validity of the test is the underlying personality characteristics, research has demonstrated that many of the response differences attributed by Rorschach to personality factors can be more easily explained by such things as intellectual level, verbal ability, age of the subject, amount of education, and even the characteristics of the person administering the test (Anastasi & Urbina, 1996). It is also evident when trained researchers or clinicians use a comprehensive scoring system, agreement between administrators on certain variables ranges between 80% and 100%. Moreover, Exner's comprehensive system is based on a standardization sample of more than 2,000 children, adolescents, and adults. This sample included a large number of schizophrenic and depressed individuals (Mind Disorder, 2015).
Administration and Scoring.
Rorschach test is simply administered by handing the client each figure, one at a time, and question, "What might this be?" Clients are allowed to turn cards in any direction and hold as close or as far as their chosen preference. The researcher or therapist administering the test shall jot down all the responses for each figure without suggestion to the subject. The client has as much as the time per inkblot. It is also a good point that the test allows the second part which is the inquiry phase where the therapist reviews the responses and the client has the opportunity to elaborate and clarify the responses.
