I don't see there's a problem with helping your child do their homework and projects, but it has to be short-term, with more of an angle of showing them how to do it, rather than taking control and doing it for them.
What worked with our son was being very hands on at first when he started secondary because he had virtually no confidence and would get upset if he couldn't do something. So that meant virtually sitting with him and doing the homework with him, and yes, sometimes dictating answers for written questions, planning posters and powerpoints with him, etc. When he came in from school, we discussed what homework he had and I made sure it was started soon enough so we had time to do it properly. If homework was revision, we'd sit with him and try various techniques to find out which worked best for him. So, yes, very intensive at first. It worked to the extent that he got good marks, never missed a homework, and his confidence was massively boosted. But we only did that for the first term.
At the start of the second term, we started to scale back. He still wanted us to help, and it was hard not to, but we manufactured excuses not to and encouraged him to try himself at first and then we'd come back and look over what he'd done. Little by little, it boosted his confidence. We still kept control, though, often looking through his exercise books and checking he'd done all his homework. We did a lot of revision with him at the end of the first year for his end of year tests, and he did very well in some where we'd done proper revision, and not so well where revision hadn't really been good enough - a really good learning experience for him!
Over the second year, we were a lot more "hands off" and left him to do most of it himself, we just checked his homework was done and helped him plan his time (i.e. do it on the night it was set rather than letting it build up and last minute panics the night before). We still checked his exercise books at least weekly to see what he was doing, what marks he was getting, and so we could informally discuss the topics he was studying. He'd often ask for help/guidance whilst doing it, but we weren't sat with him anymore most of the time. End of year 2 tests were very good, again for most, but again, fell down in one subject where he hadn't revised properly (and he knew it!).
Now in the third year, we're virtually "hands off" completely on a daily basis. He's got into good habits, does most of his homework on the day it's set, will happily take a book to bed to revise for tests. He needs a nudge occasionally to get off his xbox and do his homework. He now shows great pride in doing his homework himself and showing off the end result to us, not to proof-read, but because he's genuinely pleased with himself - it's not perfect and I could easily find fault/improvements, but we let it stand to be properly marked as his own work. Very rarely, he hits a problem or there's a question he doesn't understand, and we'll talk it through, but we don't tell him the answer, we show him how to find or work out the answer.