Background. This paper draws on a capacity-building initiative by the researcher, preparing the parents of nine selectively mute (SM) children to take the lead in their child’s process of change, starting gradually and in small steps, to speak in more situations and to more people, especially in school. Aim and conceptual framework. This study investigates the possibilities and challenges parents face in implementing an authoritative parenting style (Baumrind, 1991; Snyder et al., 2013; Wentzel, 2002) in their interactions with an SM child. This innovation aims to strengthen parents’ capacity to promote social and emotional development in their child through the support of other parents in a parent guidance group, and from the researcher’s guidance. Methods. Egan’s problem-solving model (Egan, 2014) is used as a framework in the parent guidance group. Focus-group interviews in the parent group, and the parents’ written answers to questions arising from Egan’s (2014) skilled-helper model, in between the meetings with parents, form the database of the project. Content analysis (Patton, 2002) is used to analyze the data. Common themes across families taking part are analyzed in NVivo (Richards, 2002). Results. A common theme among the families is how to find the right balance between supporting and challenging the SM child in communication with others. Discussion. How to promote greater independence in the parent–child relationship is the main question from the project. Close monitoring over time is needed to help parents become authoritative adults towards their child. Conclusion. A close home–school cooperation and a common understanding of the child’s needs are urgent in SM cases. The longer the condition has lasted, the more complex the picture seems to be. More supervision after the end of the project year was needed both by parents and professionals in each case to help the children recover from SM.